
Gopyiight]^". 



COPYRIGHT DEPOSIT. 



N 



CONSTRUCTIVE BIBLE STUDIES 



EDITED BY 

ERNEST DE WITT BURTON 



HEROES OF ISRAEL 



THEODORE GERALD SOARES 



THE UNIVERSITY OP CHICAGO PRESS 
CHICAGO, ILLINOIS 



Hgcnts 
THE BAKER & TAYLOR COMPANY 

NEW TORE 

CAMBRIDGE UNIVERSITY PRESS 

LONDON AND EDINBURGH 



HEROES OF ISRAEL 



A TEACHER'S MANUAL TO BE USED IN 

CONNECTION WITH THE STUDENT'S 

TEXTBOOK 



BY 

THEODORE GERALD SOARES 

PEOFESSOR OF HOMTLETICS AND RELIGIOUS 
EDUCATION IN THE UNIVERSITY OF CHICAGO 



* 



Constructive Bible Studies 
elementary series 



THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 






Copyright 1910 By 
The University of Chicago 



All Rights Reserved 



Published December 1910 



Composed and Printed By 

The University of Chicago Press 

Chicago, Illinois, U.S.A. 



CGI.A278822 



PREFACE 

This manual for teachers is designed to be used 
in connection with the student's textbook. The 
latter contains the stories of the heroes arranged 
from the British revision, with explanatory notes 
and questions, and with an opportunity for ex- 
pressive work in a written review. It is the pur- 
pose of the manual to indicate to the teacher how 
the students may be guided in their work, and 
how the class hour may be made interesting and 
profitable. 

The manual has designedly been prepared for 
teachers of very slight experience. The attempt 
has been made to suggest step by step the move- 
ment to be followed in the preparation and teach- 
ing of each lesson. The object that has been kept 
in view has been to make it possible for a person 
with no pedagogic training to teach the stories of 
the heroes effectively. At the same time the needs 
of the more experienced teachers have not been 
overlooked, and it is hoped that such, while using 
the book with freedom, may yet find suggestions and 
illuminative material that will be helpful in their 
own preparation and conduct of the lesson. In- 
deed, it is desirable even for the less mature teach- 
ers that suggestions of method may not always be 
slavishly adopted, but may often stimulate in- 
vention and initiative. This may especially be 



viii PREFACE 

possible in teaching the course the second and sub- 
sequent times. 

The Explanatory Notes in this book might 
easily have been extended to cover many interest- 
ing historical points. It is to be remembered how- 
ever that we are concerned with biographical and 
not with historical studies. The notes have there- 
fore been confined to such points as are necessary 
to illuminate the story of the hero as such. The 
teacher should not forget this important distinc- 
tion. The introduction of too much material may 
distract attention from the character-study, which 
is the distinct aim of the course. 

In the second edition of the student's book the 
Written Reviews have been entirely revised, giving 
to them more variety, and bringing them, it is 
hoped, nearer to the vital interests of boys and 
girls. The directions to the teacher in this book 
in connection with the reviews refer to the revised 
edition. 

T. G. S. 

August 31, 1910 



CONTENTS 

PAGE 

Foreword to the Teacher xiii 

Suggested Literature xxi 

The Introductory Lesson xxiii 

I. Abraham, the Father or the 

Faithful 3 

11. Abraham, the Magnanimous . . 15 

III. Abraham and Isaac 22 

IV. Jacob, the Clever 31 

V. Israel, the Godly 36 

^ VI. Joseph, the Slave 43 

VII. Joseph, the Ruler 48 

VIII. Joseph, the Generous .... 53 

IX. Moses' Early Lite 61 

\ X. Moses' Commission 66 

XL Moses, the Deliverer .... 71 

XII. Moses, the Lawgiver .... 76 

XIII. Review: The Heroes of Israel's 

Wanderings 85 

XIV. Joshua and Caleb 91 

XV. Gideon, the Warrior .... 98 

XVI. Samson, the Strong Man . . 102 



X CONTENTS 

PAGE 

XVII. Ruth, the Foreigner .... 109 

XVIII. Samuel AND Eli 117 

XIX. Samuel AND Saul 123 

XX. Jonathan's Victory 129 

r XXI. David and the Giant .... 135 

/ XXII. The Hero Friends, David and 

Jonathan 140 

XXIII. David, the Outlaw 146 

XXIV. David, the King 152 

i XXV. David and His Rebel Son . 157 

XXVI. Review: Ten Heroes oe Israel 165 

XXVII. Solomon, the Wise King . . . 171 

XXVIII. Elijah, the Champion op Pure 

Religion 179 

XXIX. Elijah, THE Champion OF Justice . 186 

XXX. Elisha, the Healer and Coun- 
selor 191 

XXXI. Nehemiah, the Builder 201 

XXXII. Esther, the Patriot Queen . . 209 

XXXIII. Judas, the Hammerer . . 215 

" XXXIV. Daniel AND His Friends 221 

XXXV. Review: Seven Heroic Names . 229 

Pronunciation of Proper Names .... 237 



EXPLANATORY NOTES 

PAGE 

Note A. The Ancient World S 

Note B. The Migrations 6 

Note C. The Invasion op the Five Kings i6 

Note D. Abraham's Fighting Force . . . i6 

Note E. The Appearances of the Lord . . 17 

Note F. Ancient Marriage 23 

Note G. Caravans of the East .... 44 

Note H. Slavery in Ancient Times ... 44 

Note I. Patriarchal Authority .... 53 

Note J. Ramses II ....... . 61 

Note K. The Philistines . . . . 103 

Note L. The Prlests 118 

Note M. The Ark 118 

Note N. The Feast of the New Moon . 141 

Note O. Family Festivals 141 

Note P. Ceremonial Cleanliness ... 141 

Note Q. Jerusalem 153 

Note R. Israel and Her Neighbors . . . 153 

Note S. David's Army 154 

Note T. The Gate 158 

Note U. Cherethites, Pelethites, Gittites . 1 58 

Note V. The Real and the Ideal Solomon . 171 

Note W. The Phoenicians 172 

xi 



xu 



EXPLANATORY NOTES 



Note X. 


The Cedars of Lebanon. 








PAGE 
172 


Note Y. 


The Divided Kingdom 








180 


Note Z. 


Baal Worship . 








180 


Note AA. 


The Hebrew Prophet 








181 


Note BB. 


The Kingdom of Syria 








192 


Note CC. 


The Captivity . . . 








202 


Note DD 


The Kingdom of Persia 








202 


Note EE. 


The Samaritans . 








203 


Note FF. 


The Book of Nehemiah 








203 


Note GG. 


The Feast of Purim . 








210 


Note HH 


The Apocrypha 








216 


Note II. 


Antiochus, King of Syrl 


\ 






216 



FOREWORD TO THE TEACHER 

This course is intended for students of the sixth 
grade of the pubHc school. Boys and girls of about 
twelve years of age receive religious and moral 
stimulus through appreciation of the great qualities 
which they see in heroic lives. The most profound 
religious impression is made by the character of 
the father, the mother, the pastor, the teacher. 
Together with these living heroes (for such they 
ought to be) the great characters of the past are 
effective in the religious education of the child 
Abstract problems are not readily understood, but 
concrete right and wrong, exemplified in actual 
conduct, are easily appreciated. 

We find especially good opportunity for the 
presentation of the great moral significance of life 
in the biographies of the notable men of Israel. 
These stories are told in brief compass and with a 
rare beauty and power that make them unique in 
literature. Where else in the limited time avail- 
able for such a course as this could such an array 
of noble and interesting biographies be secured? 
For the Old Testament heroes were really great 
men, and not less so that they had palpable faults, 
which the children will not fail to detect and esti- 
mate. An acquaintance with these mighty men of 
old will be an education of no small value to the 
young students. And God is very wonderfully ap- 

xiii 



xiv FOREWORD TO THE TEACHER 

parent in these old stories. His providence, his 
goodness, his great purpose of blessing for men 
are everywhere evident. 

If this conception of the value of heroic biogra- 
phy be justified, the object to be sought in these 
studies will be obvious. We are not primarily con- 
cerned with teaching the history of Israel. We are 
seeking to make Abraham, Joseph, Moses, David, 
Nehemiah, Daniel, familiar characters, living in 
the youthful imagination, attracting by their great 
qualities the souls of the children toward the higher 
values of life, and warning by the mere exhibition 
of their littlenesses and meannesses against such 
failure to attain the best. As one would bring a 
child into familiar friendship with a living man, 
trusting that his personality would have its own 
impressive effect, rather than attempting to point 
out his specific virtues, so must we endeavor to 
make these old heroes live, that their characters 
may make the natural impression. We shall not 
be much concerned then to draw lessons and point 
morals. These will come of themselves if the 
teaching be well done and if the heroes be made 
real, living again in their old surroundings, with 
their struggles, their temptations, their successes, 
and their defeats. 

To the students themselves the lesson may not 
seem to be specifically religious. They will read 
the story of Joseph as they would read that of 
Lincoln. And it is well that they should do so, and 
that they should learn by the spirit in which the 



FOREWORD TO THE TEACHER xv 

study is carried on, not to regard the biblical story 
as less religious, but to regard all heroic story as 
religious. As a culmination of these lessons it is 
to be hoped that the students will come to see that 
the greatest achievement is character ; that they too 
will long to be noble; that they will see that the 
meaning also of Jesus to them is a call to be 
heroes; that they will give a glad allegiance to 
him, highly resolving to be heroic in their own 
young lives. It will be a simple resolution, con- 
ceived after the simple fashion of a child, but it 
may be a true and effective religious decision. The 
teacher may well hold this before him as the 
natural fruitage of the year's work. 

The practical use of these lessons in the Sun- 
day school of the Hyde Park Baptist Church, 
Chicago, has demonstrated the value of reprinting 
from the Bible just such part of the story as it is 
desired to make use of in the class. By the elimi- 
nation of passages that are beyond the compre- 
hension of the young student, or that are unde- 
sirable for his reading, and even by the occasional 
omission of a difficult phrase, the opportunity of 
the continuous reading of the narratives is secured. 
It is strongly recommended that every student have 
his own textbook and that he be encouraged to 
confine himself to the material there provided, 
using his Bible for the specific references which 
are indicated from time to time. The teacher, 
however, should make a more thorough study of 
the biographies. It is the purpose of this book to 



XVI FOREWORD TO THE TEACHER 

offer suggestions for the teacher's own study and 
to indicate what should be sought from the stu- 
dent. Specific directions will be given in connec- 
tion with each lesson, but the following general 
suggestions may here be made : 

1. In beginning each new biography read the 
entire story at a sitting for your own benefit and 
without having th^ students particularly in mind. 

2. Using the student's book, study the lesson 
just as he is expected to, following the suggestions 
there made. Use no more of the story than is 
given in the student's book. 

3. Then study the lesson from this manual. 
Look up all proper names in the Table of Pro- 
nunciation. Read as much of the reference litera- 
ture as possible, thus enriching your knowledge of 
the story. 

4. Tell the story aloud, though by yourself, 
vividly, and with all the imagination and pictur- 
esque description of which you are capable. This 
practice will give you remarkable development in 
teaching power.^ 

5. Plan your teaching, deciding in advance how 
you will ask questions, what portions of the story 
you will expect the students to narrate, what ex- 
planatory additions you will make, and particu- 

^ See Stories and Story Telling, by E. P. St. John. 
It would be well also to read a short paper by Professor 
R. G. Moulton on "The Art of Telling Bible Stories" in the 
Proceedings of the Second Convention of the Religious Edu- 
cation Association^ pp. 26ff. 



FOREWORD TO THE TEACHER XVU 

larly what general impression you will seek to 
secure from the whole discussion. 

6. Study the following lesson in advance in 
order to be able to assign to particular students 
portions upon which they shall be specially pre- 
pared. The paragraph divisions, discussing about 
ten or twelve topics in each lesson, have been 
arranged to facilitate such assignment. 

7. Particularly cultivate in the students the 
faculty of vivid, exact, and rapid narration of the 
stories with special reference to the heroic fea- 
tures. If this is done it will be possible to deal 
with somewhat lengthy narratives within the ordi- 
nary lesson time. Let a wise proportion be ob- 
served, allowing more time for narratives of 
higher moral significance and making the neces- 
sary connections by vivid, interesting narration on 
the part of the students. 

8. In almost all cases avoid detailed discussion 
of minute matters. This is a study in large out- 
lines and will be most eflfective if so pursued. 

9. Very much discretion will be needed in deal- 
ing with difficulties that may arise in the minds of 
the students. Perhaps to the majority of boys and 
girls of eleven and twelve years of age the simple, 
beautiful, and wonderful stories of the Old Testa- 
ment occasion no difficulty or question. But some 
may be troubled by the miracle stories, or by the 
appearances of the Lord and his speech to men, or 
by the moral difficulties in some of the narratives. 
It is seldom wise to suggest these problems to young 



xviii FOREWORD TO THE TEACHER 

minds, but it is of the highest importance not to 
repress any honest objection. We must never tell 
children that they must believe anything. Faith 
cannot be forced. As a matter of fact we are not 
here very much concerned with the problems of 
miracles, etc. ; we are taking the beautiful stories 
as they are and seeking to appreciate the charac- 
ters which they present. Let the students under- 
stand that life was full of miracle to the people of 
the old time. What we call conscience and provi- 
dence was to them the direct voice and working of 
God. Let them find in these wonderful narra- 
tives the picturesque description of that which is 
spiritual to us. Specific suggestions in this matter 
will be made in connection with narratives that 
seem to require it. Let it be repeated, that where 
no problem is present to the youthful mind it is 
not good teaching to suggest it. Later in their 
mental development all objections must be con- 
sidered fairly. We must of course be especially 
careful that we do not offend the moral sense of 
the child. The Old Testament morality was in 
some points lower than our own. Let us never 
defend a wrong, but rather make use of the fact 
to show the advancement that the race has made 
and the consequent high privilege that we enjoy. 

ID. The students should be encouraged to do 
as much as possible. Let them follow the journeys 
on the maps. A good plan would be to draw an 
outline map upon the blackboard and have the stu- 
dents mark the roads upon which the journeys 



FOREWORD TO THE TEACHER xix 

were made. The written reviews may be made of 
great expressional value. Hold the students to the 
written work, require that it be done neatly, and 
cultivate in it the exercise of the imagination. Per- 
haps some of the papers may be read in the class.^ 
II. It need scarcely be added that if the teacher 
is to hold the attention of the students he must be 
so well acquainted with his subject and so 
thoroughly prepared to lead the class that he will 
be able to look into the eyes of the students and 
not very much on the pages of the book during 
the lesson hour. 

^ For some further discussion of pedagogical method see 
an article by the author in the Biblical World, December, 
1906, pp. 412-20, on "How to Teach the Sunday-School 
Lessons for 1907." 



SUGGESTED LITERATURE 

Hastings, — . Dictionary of the Bible, Single vol. ed. 
New York: Scribners. Cloth, $5. 

Stewart^ R. L. The Land of Israel, A Textbook on the 
Physical and Historical Geography of the Holy Land. 
Chicago: Revell, 1899. Pp. 352. $1.50. 

Price^ Ira M. The Monuments and the Old Testament. 
5th ed. Chicago: Christian Culture Press, 1907. Pp. 
321. $1.50. 

Tristram^ H. B. Eastern Customs in Bible Lands, New 
York: Thomas Whittaker, 1894. Pp. 262. $1.25. 

Kent^ Charles F. The Historical Bible. Vol. I. 'The 
Heroes and Crises of Early Hebrew History"; Vol. 
II. "The Founders and Rulers of United Israel"; 
Vol. III. "The Kings and Prophets of Israel and 
Judah"; Vol. IV. "The Leaders and Teachers of 
Post-Exilic Judaism." New York: Scribners. $1 a 
volume. 

The New Century Bible. Bennett, W. H., "Genesis"; 
Bennett, W. H., "Exodus"; Thatcher, G. W., "Judges 
and Ruth"; Kennedy, A. R. S., "Samuel"; Skinner, 
John, "Kings." Revised Version with Notes, Index, 
and Maps. New York: Frowde. 90 cents a volume. 

The Biblical World, 1907. Expository Articles. The Uni- 
versity of Chicago Press. $2 a volume. 
The stories of the heroes may be taught without other 

help than the textbooks and the Bible, but the teacher 

who desires to do the best work and to gain the most 

from the year's studies may well consult some other 

books. A good dictionary of the Bible answers most of 



xxil SUGGESTED LITERATURE 

the questions of fact that arise, and its biographical articles 
will be found very helpful. The Historical Geography 
will help to make vivid the scenes of the stirring 
events of these stories. The books on the monuments 
and on Eastern customs reproduce the color of that old 
life in which the heroes lived. The series of books by 
Professor Kent, the first two of which are already pub- 
lished, furnish the historical matter necessary for that 
thorough background ot the story, which the teacher 
ought to secure. A good commentary is valuable for 
detailed study. The little volumes of the New Century 
Bible are admirable. The five named above cover all 
but five of our chapters. The Biblical World for 1907 
contained forty-eight expository studies on the Old 
Testament stories by various scholars. They will be 
found very suggestive. 

Every Sunday school should have a good working 
library for its teachers. All of the works named here 
might properly be included in it. No expenditure in the 
school will be found more important than this provision 
for the equipment of the teaching force. 

It may be well to repeat the caution that while the 
widest study of each story in its setting is desirable for 
the teacher, yet for the student the story is to be 
grasped in its large outlines without much attention to 
detail. 



THE INTRODUCTORY LESSON 

The use of the first period with the class. — 
The first day on which the class meets should 
arouse a distinct interest in the study of the year. 
This hour is often wasted in merely general direc- 
tions. The teacher should prepare a definite intro- 
ductory lesson. It is highly desirable that the 
students' books should be on hand. They should 
not, however, be given out until the close of the 
study. If the students have the books in their 
hands the novelty of a new book and the interest 
in the pictures will attract their attention and the 
hour is likely to be largely wasted. It is the 
purpose of the teacher to prepare the students to 
be interested in the first study of the course. The 
material covered in the introductory study should 
be that indicated in the Foreword to the Student. 

Aim of the lesson, — If any lesson is to be suc- 
cessful the teacher must have a definite aim. 
Something is to be accomplished by the use of the 
material. This aim should be thought out with 
great care and kept in mind throughout the entire 
lesson. Everything should contribute to its ful- 
filment. Nothing should be allowed to disturb it. 
The aim in this first lesson should be to help the 
students to feel the value and interest of the 
course of study which they are beginning. The 
teacher will sometimes find it advantageous to an- 

xxiii 



XXIV THE INTRODUCTORY LESSON 

nounce the aim of the lesson to the class, but it 
must always be expressed in a manner to be inter- 
esting to the students. The teacher may well begin 
with the statement: "We are going to study the 
stories of the heroes of Israel this year. Today 
we are going to see why they ought to be inter- 
esting to us." 

The discussion method. — The teacher ought to 
begin from the outset to talk with the class rather 
than to talk to the class. Even if close attention 
can be secured by talking to the students, that must 
not be regarded as proof of successful teaching. 
It is only when the students are expressing them- 
selves that they are really learning. The method 
of question and answer therefore is to be desired; 
it is the purpose of the teacher to draw out what 
the student knows and what he thinks, and to help 
him to clearer thinking. 

The point of contact. — It is important to bear 
in mind that we must always begin with thoughts 
that are already in the student's mind. We can- 
not of a sudden transport him to Palestine and 
carry him back 4,000 years and expect him to 
realize the conditions that were there. If the old 
stories are to be real to him they must be con- 
nected with the thoughts and experiences of com- 
mon life. The point of contact means that point 
in the student's thought at which the teacher can 
begin in order to lead him to the thought of the 
lesson. We are desirous at the outset that the idea 
of a national hero shall be very clear. The teacher 



THE INTRODUCTORY LESSON XXV 

may well begin then with the statement, that every- 
body loves a hero, and then ask one of the stu- 
dents to name some hero. It does not matter very 
much who is named. It may be an athletic hero, 
it may be a local hero. Let every member of the 
class have an opportunity to make his suggestion. 
Then call for some American heroes. They will 
be likely to mention the great soldiers, but be sure 
to draw from them the names of Hamilton, Frank- 
lin, Sumner, Clay, Wendell Phillips, Henry Ward 
Beecher, and others who represent the spiritual 
greatness of America. There will be no objection 
to the inclusion of great men in the political and 
social life of today. The students will thus be 
prepared for the simple definition of the hero given 
in the first paragraph of their books. 

The first reason for interest, — Ask the mem- 
bers of the class why they like to hear the stories 
of heroes. They are likely to say that such stories 
are full of adventure, of war, of bravery; that 
they are exciting; that they are full of action. It 
would be well to find out in advance what books 
of adventure they are accustomed to read and 
what they like in them. Then explain that the 
heroes whom we are to study lived lives full of 
adventure. Tell them that we shall find stories of 
war, of adventure, of hairbreadth escapes, of boys 
going away from home, of strong men standing 
up for the weak, of patriots risking their lives for 
their nation, of noble men incurring danger for 
duty, and of some true, strong-hearted women. 



XXVI THE INTRODUCTORY LESSON 

Tell them that many young people would be sur- 
prised if they knew what wonderful stories there 
are in the Bible. 

The second reason for interest, — Tell the class 
to note that these stories are those of the Heroes 
of Israel. Ask what that means. Draw from 
them the facts that the people of Israel were the 
old nation that lived in Palestine, and that the 
people who are descended from them are now called 
the Jews. It will be well to face definitely the 
prejudice that is likely to be found against the 
Jews. Ask the class why so many people dislike 
the Jews. Tell them that the Jews have been 
bitterly persecuted for two thousand years. Try 
to arouse their sympathy for the people who have 
been murdered in Russian persecutions, and who 
even in America are called by shameful names. 
Let them see that the race so long oppressed, and 
cheated, and hated might very naturally develop 
some objectionable qualities, but remind them that 
the Jews have had a great place in making the 
world. Give them the names of some noted 
Hebrews like Mendelssohn the musician, Disraeli 
the English statesman. Baron Hirsch the philan- 
thropist. There may be some in your own com- 
munity. Let the class see that we really owe our 
religion to the Jews. Every word of the Bible 
was written by a Jew. And when our great orators 
are seeking for the noblest eloquence they use 
the language of the Bible. Ask them who was 
the greatest of all the Jews, that they may under- 



THE INTRODUCTORY LESSON xxvii 

stand that the Savior was also a hero of Israel. 
Then tell them that long before these persecu- 
tions began there were great heroes in the old 
Hebrew past — warriors, kings, statesmen, preachers, 
We are going to study these men because of their 
greatness, and because of what they and their 
people have done for the world. When we finish 
this book we hope we shall have some great friends 
among the old Israelites, and we hope that we shall 
understand them better. 

The third reason for interest. — Ask the stu- 
dents again why they read the stories of heroes. 
They will probably answer that they are interest- 
ing. Then ask them if the stories do them any 
good, and how they do them good. The teacher 
ought to be able to secure some very interesting 
responses to these questions. Let them all lead to 
the conclusion that we read the stories of heroes 
so that we can see how great men act, and thus 
we shall learn to act greatly ourselves. Then ask 
them whether they would get any good from read- 
ing the story of a good man who did some wrong 
things, and they may be led to answer that we are 
warned not to do such things ourselves. Let them 
see that we are going to make a genuine study of 
the old heroes in all that was good and all that was 
bad that we may be helped in the questions of our 
own duty. 

The study of the Bible stories, — Inform the 
class that it is important to consider how these 
stories are to be studied. The first thing is to 



xxviii THE INTRODUCTORY LESSON 

realize that they are written in a very old book. 
By careful questions draw out from them that the 
Bible is different in language from other books, 
because it was translated into English three hun- 
dred years ago. We might put these stories into 
modern English that would be very easy to read, 
but the old language is so beautiful, and we find 
it quoted by the great authors so often, that we 
need to learn the stories just as they have come 
down to us in the Bible. We want to remember 
them always in their most beautiful form. Ex- 
plain, however, that there are some parts of the 
stories very difficult for young students, and there 
are some very hard names of the old Hebrew time. 
Most of these difficulties have been removed from 
the stories as printed in the textbook, but they will 
still need very careful study in order to under- 
stand them fully. 

Ask the students what is the difference between 
reading a story and studying it. Ask if any of 
them ever studied the story of Robinson Crusoe, 
or whether they just read it. Draw out from the 
students that studying involves thinking, finding 
the meaning, fully understanding. Then explain 
to them that their Student's Book is so constructed 
as to enable them to understand the stories. 

The plan of the Student's Book. — Ask the 
members of the class whether in taking up a new 
book in arithmetic they can always understand in 
a moment just how to use it. So let them see that 
some care is necessary in order to see how to use 



THE INTRODUCTORY LESSON xxix 

this book. At this point give to every member of 
the class a copy of the Student's Book, and tell 
them to open at p. 3. Let them notice that after 
the title there is written the words The Story. 
Let them see that the story extends as far as p. 6. 
Explain to them that it is just like any story. 
There is no explanation in it; it just tells them 
what happened. Then on p. 6 there is a new title, 
The Meaning of the Story. Tell them that that 
is the explanation of what has been studied. Then 
on p. 8 they will notice a third title. Written 
Review, which shows the work that the student 
is to do at the end. 

Preparation for the next lesson, — Tell the class 
that we are going to find out together the way in 
which these lessons ought to be studied. Direct 
the members to make a review of this Introduc- 
tory Lesson by reading the Foreword to the Stu- 
dent. Then for the next meeting of the class they 
are to read the first story only as far as the begin- 
ning of p. 6. Explain that we shall take up The 
Meaning of the Story in class at the next meet- 
ing, showing exactly how that part of the lesson 
ought to be used. Urge them to be sure to read 
the story, as the next lesson will be a failure if that 
has not been done. 



ABRAHAM 

I. Abraham, the Father of the Faithful 
II. Abraham, the Magnanimous 
III. Abraham and Isaac 



I. ABRAHAM, THE FATHER OF THE 
FAITHFUL 
References: 

Stewart, pp. 12, 13, 44, 45, 237-40. 

Tristram, pp. 49-55- 

Price, pp. 91-101. 

Dictionary of the Bible, articles ''Abraham," "Ur of 

the Chaldees," "Haran." 
Biblical World, January, 1907, pp. 34-40; February, 

1907, pp. 133-41. 

Aim of the Lesson 

The teacher has really a twofold purpose in the 
teaching of this lesson: First, to introduce the 
students to the method of study, so that they may 
know exactly how to use their books ; second, to 
give them the meaning of this particular lesson, 
which is the heroism of the man who left his own 
land because he had a great hope of the future 
before him and his descendants in the West. 

Essence of the Story 

The central meaning of this story lies in Abra- 
ham's movement to the promised land. His people, 
of the Terah clan, were in the rich and populous 
country of Babylonia. They had the feeling of mi- 
gration in them. Just as our fathers moved west- 
ward, so did they. They could not move straight 
westward, for the desert lay between, but they could 

3 



4 HEROES OF ISRAEL 

take their course along the great trade route which 
led up the Euphrates Valley to Haran. From this 
point ran the caravan road that crossed the Eu- 
phrates and led down to Syria. But Haran was 
a fertile country, and the Terah clan remained 
there. We are not to think of these people, of 
course, as a small family, but as a considerable 
body with relatives, and slaves, and servants, with 
large herds of cattle, flocks of sheep, camels, and 
asses, the whole caravan strong enough to make 
this independent movement without fear of attack. 
The purpose of the migration of Terah being 
secured by finding a prosperous and convenient 
place of sojourn in Haran, the clan took up its 
abode there. But Abraham was not satisfied. He 
decided to go farther west. In some way that we 
do not understand he was not an idolater like the 
Babylonians. He was a man with a great recog- 
nition of God. A mysterious impulse urged him 
to leave his kindred and go into the Westland, 
where he might become the progenitor of a race 
devoted to the service of his God. The narrator of 
Gen. 12:1-3 records the conviction of later Israel 
that the migration of Abraham was not an accident 
but a great movement of destiny, a part of the pur- 
pose of God to make a nation who should not wor- 
ship idols but the living God. No nation has ever 
put so noble a declaration at the beginning of its 
national records. 

The closing incident in the story reveals a 
weakness in the brave man. Abraham thought 



ABRAHAM, FATHER OF THE FAITHFUL 5 

that he was in a place where truthfulness would 
not be safe, so he failed to do right. We do well 
to pray, ''Lead us not into temptation." 

EXPLANATORY NOTES 

Note A. The Ancient World. — In this first story 
there is a great deal of geographical significance. Four 
lands are brought before us — Babylonia, Mesopotamia, 
Canaan, Egypt. The whole of the ancient East ought 
to be understood in a simple way in order to make the 
story real. A glance at the map at once reveals the 
main features of the ancient world. Two mighty river 
systems are of the first importance. In the east is the 
Tigris-Euphrates flowing into the Persian Gulf, water- 
ing a great fertile plain. The lower part of this is 
Babylonia. The upper part is Mesopotamia, the mean- 
ing of which is "between the rivers." In the west is the 
Nile, whose fertility makes the long ribbon-like country 
of Egypt, expanding by the many mouths of the river 
into the rich Delta. Between these two river systems 
and connecting them is the highland country with many 
fertile valleys and plateaus. It lies along the Medi- 
terranean coast. The lower part is known as Palestine 
or Canaan, and the upper part Syria. This whole region 
is separated from the rest of the world by natural 
boundaries: great mountain chains on the east and 
north, deserts on the south and west. The tides of 
travel, of commerce, and of war, passed up the Euphrates 
to Carchemish, down between the mountains to Damas- 
cus, across to the sea, and thence by the coast road to 
Egypt; and the returning tides rolled back again. The 
dwellers in Palestine therefore were in the very center 
of the ancient world. Our first story just touches the 
various parts of this ancient world. Abraham leaves 



6 HEROES OF ISRAEL 

Babylonia, lingers in Mesopotamia, journeys to Canaan, 
sojourns in Egypt. 

^ Note B. The migrations. — Through all history peoples 
have been moving from the more settled to the less set- 
tled lands. Very largely this has been a westward move- 
ment. ''Westward the star of empire takes its way." 
When we go back four thousand years we see this west- 
ward movement in full progress. Peoples were pushing 
from the Far East into Babylonia and other peoples were 
moving from Babylonia up into Mesopotamia, and then 
farther west. The journeys of Terah, and afterward of 
Abraham, are to be understood as part of the general 
migrations of tribes and clans as they were thus pressed 
upon from behind, and as they saw hopes before them. 

Suggestions for Teaching 

It is understood that the second meeting of the 
class is to be devoted to detail v^ork in the method 
of study. It is of the greatest importance that 
every student should have received his book the 
previous v^eek and have read over the story. The 
lesson is to be devoted to securing familiarity v^ith 
the mechanical construction and the study method 
of the student's book. The teacher should, of 
course, have a thorough understanding of the stu- 
dent's book in advance, and should know every 
point of this lesson so as to go through it with 
ease and rapidity. It may be said here once and 
for all that if any teacher thinks that this course can 
be carried on with a mere glance at the lesson it will 
be better for all parties concerned to give up the 
matter at once. The course is not at all difficult, 
but it does require care. The best results will be 



ABRAHAM, FATHER OF THE FAITHFUL 7 

obtained at this second meeting of the class if the 
students can sit around a table with their books 
open before them. • If that is impossible in the ordi- 
nary place of meeting, the teacher would do well 
to arrange the second meeting of the class at a 
private house during the week. 

THE POINT OF CONTACT 

The problem of securing attention is always 
important. When the class assembles, a hundred 
matters of immediate interest are in the minds of 
the students, and the matter of which they are 
thinking least is Abraham. Often the best begin- 
ning will be suggested by some local condition. 
But as this is a story of migration, we may well 
start with the student's knowledge of great western 
movements. Ask, Who discovered America? Why 
did he* sail to the west? Let the answers bring 
out the faith and hope of Columbus. This may be 
followed by the question, Who first came from 
England to America, and why did they come ? Let 
the answers bring out the faith and hope of the 
Pilgrims. We may go farther and ask, Who first 
settled our own state? Then in order to make a 
closer connection with our purpose, ask, Do these 
pioneers seem to us to be heroes ? Then announce, 
We are going to study today about one of the 
first of the pioneers who ever went west. 

THE ARRANGEMENT OF THE STORIES 

Tell the members of the class that the under- 
standing and enjoyment of the stories will depend 



8 HEROES OF ISRAEL 

upon their ability to use the book easily. Tell them 
to open the book at p. 3. Call for some student to 
give the title. Let another explain what is meant 
by the subtitle, The Story. Ask another how 
many pages are occupied with The Story. Then 
direct their attention to the sections and the sec- 
tion titles. (The section mark [§] should be ex- 
plained.) Let the students give the titles of the 
four sections. Explain that it is understood that 
all the students have read the story. It is our pur- 
pose to see now how it ought to be studied. 

Tell them to turn to p. 6, and to note the title 
The Meaning of the Story. Explain that we 
shall find in every lesson under this title about ten 
paragraphs. In these paragraphs there are some 
explanations and some questions. The questions 
can always be answered from the story itself, and 
if the students understand the explanation and 
know the answers to the questions they will have 
the meaning of the story. 

J. The first hero. — ^Let the whole class look at 
paragraph i. Call their attention to § i in paren- 
thesis, and explain that that means that this first 
paragraph is dealing with § i of the story. Let 
them turn back to p. 3 and give the title of §1. 
Help them to see that the questions in this para- 
graph are easily answered from the story. Have 
the class repeat in concert the name of the first hero 
and the name of his father. 

2, The old home, — Tell them to look at the 
second paragraph and to notice from the parenthe- 



ABRAHAM, FATHER OF THE FAITHFUL 9 

sis that it still deals with the same section of the 
story. It would be well to refer back to p. 3 again, 
and have them repeat the title of the section. The 
first question is easily answered, but, of course, the 
name Ur of the Chaldees is a difficult one. Let the 
class see, however, that the location of the town 
and the character of the country is all explained. 
Have them turn to the map at the very beginning 
of the book, and find Ur in the east just under the 
name Babylonia. Show them that we are asked to 
think of the Mississippi Valley in order to realize 
what a rich country Abraham came from. 

J. The first settlement, — We are now to look at 
paragraph 3. Let the class notice that we are still 
dealing with §1. Have them look again at the map 
and realize that the desert lies between Ur and 
Canaan. Ask them whether it would be easy to 
cross such an extent of desert. Then ask them 
how a man could pass from Ur to Canaan. If the 
students are interested they will easily see that there 
must have been roads following the course of the 
Euphrates, and that those roads would be the 
natural way of the journeying. They might, to be 
sure, think that it was done in boats, but caravans 
never moved in that way in ancient times. Let 
them trace the course of the route up into north- 
ern Mesopotamia. Find Haran (also spelled 
Harran) near the top of the map. Ask the question 
whether it probably took a long time for the whole 
tribe to make this journey, and whether, as Haran 



lO HEROES OF ISRAEL 

was a fertile country, it would not be likely that 
they would stay there. 

Direct the attention of the class to the fact that 
so far § I has been studied. Review what has been 
learned. 

4, Abraham's call, — We pass to paragraph 4 
which deals with §2. It is an explanation of the 
reason why Abraham felt that he ought to go to 
the Westland. Have the class recite together the 
wonderful speech of the Lord to Abraham, and tell 
them to learn it for the next lesson. 

5. The journey to Canaan. — We have another 
geographical question here. The question arises, 
how Abraham continued his journey. Let the map 
be opened again. Follow the road a little way west 
from Haran to Carchemish, then southward be- 
tween the mountains to Damascus, and thence into 
Canaan. It would be very good exercise to ask one 
of the class to make a rough map on the black- 
board, indicating the journeys we have so far been 
studying. 

(5. The time of the journeys, — Ask the class if 
anyone has thought about the length of time the 
journey would take. This is a natural and inter- 
esting question, and it may be well to explain that 
nearly all the natural questions that arise in these 
stories will be taken up and explained in The 
Meaning of the Story. Follow the explanation 
here given. 

7. The meaning of the jottrneys. — This is a 
good point in the lesson at which to consider what 



ABRAHAM, FATHER OF THE FAITHFUL ii 

all these journeys meant. It is suggested that we 
make a comparison with our Pilgrim Fathers. The 
teacher should arrange that some Bibles be in the 
class, so that the references here given may be 
looked up. The members of the class should be 
asked to read them. Let the students feel that 
God spoke to the Pilgrim Fathers as surely as he 
spoke to Abraham, and that every impulse for 
good is God's voice. 

8, Abraham's religion, — We are taken in this 
paragraph to §3, and we are led to think of the 
religious character of this hero. Let the class note 
that all of the questions, except the last, can be 
answered from the story. The last question is one 
on which they are to think. It will be easy for 
them to understand that in those old days men built 
altars, where in these days we have services of 
worship. Abraham was a man who never forgot 
to call upon God. 

p. The visit to Egypt, — We pass on to § 4. 
There is an opportunity at this point to make clear 
the way in which Abraham lived. He was, of 
course, a wanderer like the modern Arabs. He lived 
in tents, and moved from place to place to find pas- 
ture for his flocks and herds. Naturally a drought 
was an exceedingly serious matter for such a man. 
This lesson has had a great deal to do with geogra- 
phy and indeed has enabled us to get a good view 
of the ancient Semitic world. We turn to the map 
again, and complete our study of its great features 
by finding Egypt. Let the students see the locality 



12 HEROES OF ISRAEL 

in the south of Canaan that was called by the geo- 
graphical name, the South. Let them notice what 
a short journey it was from there by the coast road 
to Egypt. It will be easy to draw from them the 
information that the overflow of the Nile keeps 
Egypt free from drought and famine. 

10. Abraham's failure, — The last paragraph 
deals still with §4. It may be very briefly treated. 
The young students will not realize the heinous- 
ness of Abraham's fall, but they will recognize 
that he was a coward in the matter. It is good that 
they pass judgment on his conduct, and that they 
learn to be reasonable in judging a single wrong 
in a great life. 

After going through the lesson thus point by 
point, it will be well rapidly to review the method 
of study. Drill the class thoroughly so that they 
understand the divisions, the numbers, the sections, 
and the whole plan upon which each lesson is con- 
structed. If the students can acquire the habit of 
using the suggestions and answering the questions 
in The Meaning of the Story the whole year's 
work is likely to be successful. 

Summary 

After having gone through the entire lesson in 
detail it is well to sum up its great significance. 
Ask the students to think how much it meant, not 
only to Israel but to the whole world, that Abra^ 
ham took his journey to the Westland. Suppose 
Abraham had never left the East. Suppose he had 



ABRAHAM, FATHER OF THE FAITHFUL 13 

stayed in the fertile valley and never cared for the 
promised land. We should never have had the 
Bible. There would have been no Moses, no 
prophets, no apostles, no nation from which the 
Christ might come. 

How much we owe to the heroes who have 
been willing to leave the settled, comfortable lands 
and take journeys to the new lands. So Columbus 
found the new continent, and the Pilgrims made 
America, and the pioneers from the eastern states 
built up the western commonwealths. And, like 
Abraham, these were men of vision rather than ad- 
venturers. They went out, not knowing whither 
they went, but sure that God was guiding them. 
Because Abraham was the first of these pioneers 
in all the history of which we know he was called 
the Father of the Faithful. 

Written Review 
Explain to the class the importance of under- 
standing the countries in which the heroes lived. 
Ask them to prepare the map just as directed in 
their books, and as they draw the map to think of 
Abraham moving with his caravan from place to 
place. 

Preparation for the Next Lesson 
It is always desirable to awaken an interest in 
the next lesson. It can usually be done without 
breaking the unity of the lesson in hand. Here the 
teacher may close by asking: What great wealth 
did Abraham possess ? Why did this make it neces- 



14 HEROES OF ISRAEL 

sary for him to move from one pasture land to 
another? Remember that he had his nephew with 
him. What was his name? Suppose they should 
come to a place where there would not be enough 
pasture land for the animals of both Abraham and 
Lot, would there be any danger of a quarrel ? Then 
announce that the next lesson shows how this 
very thing happened and how Abraham behaved ; 
that the class is to read the lesson and study it as 
has been done today ; and that next week we shall 
have a different plan of recitation. 



IL ABRAHAM, THE MAGNANIMOUS 

References: 

Dictionary of the Bible, articles "Cities of the Plain," 

"Chedorlaomer," ''Melchizedek." 
Biblical World, February, 1907, pp. 142-44, 147-49. 

Aim of the Lesson 

To exhibit Abraham's fine magnanimity in sur- 
rendering the best of the land to Lot, in rescuing 
him and refusing to receive pay for his service, and 
in his earnest prayer for the doomed city. 

Essence of the Story 

There was a large increase in the cattle and 
flocks of the two kinsmen, and it was hard to find 
sufficient pasturage. The servants were the first to 
quarrel, and the masters might soon have been in- 
volved. But Abraham saw the danger. He might 
well have taken the best of the land for himself, 
for he was, of course, at the head of the clan. 
Most generously he offered the choice to his 
nephew. Lot without any hesitation accepted the 
opportunity to take the best. He chose the rich 
valley of the river Jordan. Abraham without ob- 
jection took what was left. But the Lord promised 
him the whole land as an inheritance. So it often 
happens that reward comes to the generous. Mag- 
nanimity here appears as one of the heroic qualities. 

The invasion of the territory to which Lot had 

IS 



l6 HEROES OF ISRAEL 

moved gave Abraham another opportunity of gen- 
erosity. He might have said that it was no con- 
cern of his to interfere. He might have said that 
it served Lot right for moving to that land. But 
Abraham was magnanimous. He pursued the 
marauders, put them to flight in a night attack, 
and recovered all the spoil. He generously gave 
everything back to ^ the owners, refusing any 
reward. 

EXPLANATORY NOTES 

Note C. The invasion of the five kings. — The strong 
kings of the East were very much inclined to make 
expeditions to the West for the purpose of subduing the 
people and compelling them to pay tribute. Note that 
these kings came from the same region from which 
Abraham's clan started at the first. They followed the 
same route up the Euphrates Valley and down from 
Carchemish which Abraham had first taken. They came 
to the southern limit of the Jordan Valley where Lot had 
taken up his residence. They conquered the inhabitants 
and, as was their custom, marched off with the captives 
and the booty. Robber raids of this kind were very 
common in ancient times. 

Note D. Abraham's fighting force. — As we have had 
occasion to notice several times, the movement of Abraham 
was that of a considerable clan. We must not think of a 
small family making this trip. In this story it appears 
that he could call together immediately 318 young men, 
all of whom were born in his own household. Slavery 
was the custom. People had not come to see that it was 
wrong, as in more modern times. It was quite natural 
for such a patriarch as Abraham to have a little army 
of servants who really belonged to him. 



ABRAHAM, THE MAGNANIMOUS 17 

Note E. The appearances of the Lord. — We con- 
stantly note in our stories that the Lord seems to appear 
and speak to men. The narrative of Gen., chap. 18, a 
part of which we study, presents more strikingly per- 
haps than any other the idea of God appearing in human 
form and talking with men. It is, of course, a very 
simple and primitive religious idea, showing that we are 
really dealing with very old stories. Men supposed that 
Jehovah lived in the sky, and came down to see what 
was going on and to talk with his people. It was their 
simple, picturesque way of stating what we should ex- 
press spiritually in terms of conscience and communion. 

Suggestions for Teaching 

THE POINT OF CONTACT 

Turning to a member of the class the teacher 
might ask, ''Suppose I had a plate of apples, one 
for each member of this class. Suppose some of 
them were large and some of them were small, and 
I passed it first to you. Which one do you think 
you ought to take?" With that beginning, which 
may give a touch of humor, and so open the class 
in a friendly spirit, there may be a brief discussion 
of the propriety of giving the best to others. The 
teacher is then ready to state that we are going to 
see how Abraham behaved when he had a good 
chance to take the best. 

Ask the students how they have studied the 
lesson. Be sure that they know the proper way to 
proceed, and that they are really doing it seriously. 
If they have not done so it is evident that they need 
more drill and assistance in the method. It would 



l8 HEROES OF ISRAEL 

be very desirable to secure an extra hour at some 
time when the teacher could show the class how to 
do the work. Call for the maps that have been 
made ^s a review. Commend those that have been 
well done. Trace quickly the journeys of Abra- 
ham. This will make a good preparation for the 
new lesson. 

11. The wealth of Abraham and Lot, — Ask 
what relative Abraham had with him. Be sure that 
the class understands that Lot as the nephew was 
subordinate to Abraham. By questions draw out 
that their numerous servants made it safe for these 
two men to travel through foreign countries. By 
further questions bring out the description of the 
caravan of Abraham, his camels, his cattle, his 
sheep, his tents, his great company of servants, 
and his riches. Let the students see vividly the 
large number of animals, and consider the ques- 
tion how they were to be fed and watered. Evi- 
dently pasturage and wells were of the first im- 
portance. This is the explanation of the constant 
wanderings. 

12. The dispute about pasturage. — The par- 
allel with our western cattle wars will not be diffi- 
cult to make. Bring into clear contrast the 
nobility of Abraham and the selfishness of Lot. 
Make plain the Lord's estimate of Abraham's 
conduct. 

jj. Magnanimous. — The word ''magnanimous'' 
so well describes the characteristic that we are 



ABRAHAM, THE MAGNANIMOUS 19 

studying that it is worth while adding it to the 
students' vocabulary even at some cost of trouble. 

14. The phmdering raid. — This should be well 
described. Do not lose the dramatic significance 
that Lot's choice of the rich country brought him 
into the power of the robber kings. But this only 
gave Abraham another chance to be magnanimous. 
Show rapidly on the map the line of Abraham's 
pursuit. There was no pitched battle, for which 
his little army would not have been large enough. 
It was a surprise and a night attack resulting in 
the recapture of the booty. The story can be told 
quickly. 

15. Giving hack the booty. — It is an old saying, 
''To the victor belongs the spoil," but this victor 
was magnanimous. 

16. An American example.— We are fortunate 
in having a national instance of magnanimity. 
There are few enough in our own or any history. 
Let the students see the glory of our unselfish ser- 
vice to the island of Cuba, first in the war for 
freedom, secondly in our retirement from posses- 
sion, and again in our generous interference to 
restore peace. If our children learn to admire 
nobility in politics there is hope of better politics 
in the next generation. 

I/. Finding property. — A bit of practical mor- 
ality easily understandable by children is the matter 
of restoring property that is found. The students 
will be able to think of instances of such mag- 
nanimity. 



20 HEROES OF ISRAEL 

i8. The Lord's message. — Explain the appear- 
ances and conversations of the Lord as belonging 
to the simplicity of the old story. 

ip, Abraham's prayer. — Select six of the stu- 
dents and have each one take the place of Abra- 
ham in making one of the petitions, the teacher 
giving the replies of the Lord. In this way the 
striking dialogue that is here given may be made 
very impressive. Any exercise that enlists the 
co-operation of the learner is of value. Show how 
Abraham's interest in Lot led him to sympathy for 
the city. God loves us to pray for others and 
always responds to unselfish prayer. 

20. The Lord's answer. — Abraham's prayer 
was really answered, for though the city was too 
wicked to be spared, yet the one righteous man was 
saved. 

Summary 

These incidents reveal our hero as big of heart. 
He would rather have poorer land than have a 
family dispute. He would gladly risk himself to 
help a friend and never ask or care for any pay. 
He would pray earnestly for any who were going 
into sin, hoping that they might be saved. 

Written Review 

Review in class rapidly Abraham's magna- 
nimity in (i) giving Lot his choice; (2) rescuing 
the captives; (3) praying for the doomed city. 
Drill the students on the meaning of magnanimity. 



ABRAHAM, THE MAGNANIMOUS 21 

Show them how to be on the watch for the kind 
of conduct to be written up for the review. 

Preparation for the Next Lesson 

Ask the class whether it appears from the study 
of Abraham that he really wanted to do what God 
desired of him. Could a man ever be mistaken 
about what God wanted? We shall see in the next 
lesson how Abraham made a terrible mistake, but 
God helped him to see what was right, and all came 
out happily. Direct the students to read Lesson 
III and to prepare it carefully by using the helps 
and questions in The Meaning of the Story. 



III. ABRAHAM AND ISAAC 

References: 

Stewart, pp. 50-52, 2^1-2,2, 27^79. 
Price, pp. 101-2. 

Dictionary of the Bible, articles 'Isaac/' ''Marriage" 
(5. Marriage Customs), ''Rebekah." 

Aim of the Lesson 

To make the students feel that God will help a 
man to know the right if he is really anxious to 
do the right, and that all will come out happily to 
such a man. 

Essence of the Story 

We have two stories that are lightly bound to- 
gether. The story of the marriage of Isaac shows 
that the son who was saved from the sacrifice 
grew up and became himself the head of the clan. 
We include it also for its picturesque beauty and 
interest. 

It is sometimes thought to be difficult to teach 
the incident of Abraham offering Isaac. But if 
properly managed it may be made very helpful. 
Moreover the children are likely to have heard it, 
and it is very valuable to give them a correct idea 
of its meaning. It is difficult for us to understand 
that men could ever have thought that God could 
be pleased by the slaughter of children in his honor. 
But such was the general view of antiquity. It is 



ABRAHAM AND ISAAC 23 

probable that this story of Abraham and Isaac was 
told to make the Hebrews reahze that Jehovah was 
different from the heathen gods, and that he had no 
pleasure in such frightful offerings. Of course it 
is distinctly stated that the Lord commanded Abra- 
ham to slay and burn his son. Some have thought 
to explain it on the ground that the Almighty can 
do as he will, and that moreover he knew his own 
gracious intention. But God is the same yesterday, 
today, and forever. He cannot do wrong and can- 
not command us to do wrong, and even his knowl- 
edge of the end would not alter the fact that the 
undertaking would be a criminal one for Abraham. 
We are to understand the narrative as meaning that 
Abraham thought that the Lord told him to do this 
act, while the sequel shows that the patriarch was 
most certainly mistaken. He was a hero in his 
devotion, but the Lord showed him that it was a 
mistaken form of devotion. The joy with which 
the story ends is very beautiful. It points to Isaac 
as the one who is to inherit the promises made to 
Abraham. We are therefore naturally led to ask 
what became of Isaac in the later years. This 
leads to the story of the marriage. 

EXPLANATORY NOTE 

Note F. Ancient marriage. — In very ancient times 
it was the custom for a man to purchase his wife. Her 
station and beauty determined the price to be paid. A 
father felt that his daughters were part of his property 
out of which profit was to be made. So Jacob pur- 



24 HEROES OF ISRAEL 

chased his wives by his service. In some cases there 
was not a definite price paid, but costly presents were 
given, as in this instance. But an invariable characteris- 
tic of ancient marriage, as still obtaining in the East 
and in various parts of Europe today, was the absolute 
right of the father to dispose of his daughter's hand. 
It will be noted that Abraham's servant makes his re- 
quest of the men of the household, and their consent is 
given without even consulting Rebekah. Only upon the 
question of the particular time at which the journey 
should begin was the girl consulted. Her submissive- 
ness is then evident by her willingness to depart at once. 
The father very often arranged the marriage of his 
sons also. It is evident that Isaac was expected to accept 
the wife whom the servant should bring home. The 
marriage ceremony seems to have consisted simply in 
the husband conducting the bride to his tent: there was 
no religious form whatever. 

Suggestions for Teaching 

THE POINT OF CONTACT 

We are anxious in this lesson that the stu- 
dents shall realize that the idea of morality is a 
growth and that a good man in the past might 
have done certain things which we should regard 
as wrong, but which he did not at the time under- 
stand to be wrong. The students might be asked 
whether they consider Washington a good man. 
Then ask what they think of the fact that Wash- 
ington kept slaves. To be sure at his death he 
liberated his slaves. It was generally regarded in 
his time as permissible to keep men in slavery. 
Ask them again whether a good man who wanted 



ABRAHAM AND ISAAC 25 

to do right could make a mistake. An incident 
in point is that of a young fellow who was in a 
meeting where everybody was giving money to a 
certain good cause. Anxious to do what others 
did, he gave money which he had promised to send 
to his mother. It is therefore not enough to want 
to do right. We must also take all pains to find 
out what is right. God is always seeking to teach 
us. We are going to see in this lesson how he 
taught Abraham. 

21, The promised son, — Bring out strongly the 
fact that the promise of a son to Abraham had 
repeatedly been made and had long been deferred. 
Yet the patriarch trusted God. Explain to the class 
that Abraham greatly desired a son, because God 
had promised to give the land to his descendants. 
Although Abraham was very old he still believed 
that his boy would be born. Gen. 15:6 is a cen- 
tral verse. Let the class repeat it together. Let 
them see that to trust a good person is of great 
moral value. To trust God is of the highest value. 

22, Abraham's dreadful thought, — Great care is 
needed in leading the young people to understand 
this experience of Abraham. It will be well to 
begin with the passage in II Kings, and so to under- 
stand how universal was the practice of human 
sacrifice. Let them see that Abraham wanted to 
do as much for his God as the heathen did for 
theirs. He thought, therefore, that the Lord was 
telling him to oflfer his son. He was, of course, 
mistaken, as the sequel of the story clearly showed. 



26 HEROES OF ISRAEL 

23. Abraham's good purpose. — By careful ques- 
tions be sure that the class understands that Abra- 
ham was not to blame in his intention. He was 
so eager to do right that God was able to show 
him what was right. 

24, The angel's interference. — The most im- 
portant thing to do in connection with the story of 
the sacrifice is to be sure that it is fully appreciated. 
Require different students to describe vividly the 
different parts. This is an excellent opportunity 
to drill them in imaginative description. Let them 
feel the dramatic climax: the son lying passive 
upon the altar; the father's knife raised to plunge 
it into the son; the cry of the angel that stops the 
deed. 

^5. Knowledge of God's wilL — It is difficult 
for boys and girls to form abstract judgments. 
They can understand, however, that the Puritans 
were sincere in persecuting the witches, and that 
many men meaning to do right have really done 
wrong. They can thus see how important it is 
for good people to study carefully what is right 
and what is wrong. They may be able to see also 
how blessed it is for us to be living in a time of 
clear knowledge of God's will on so many points. 
Alany of the old questions that troubled other men 
are settled for us. We know what we ought to do 
if we will only do it. 

26. Abraham's plan for the future. — It is im- 
portant that there shall not be a break in the lesson, 
although the two stories which compose it are 



ABRAHAM AND ISAAC 27 

quite dif5ferent and represent the lapse of many 
years. Ask the students how they think Abraham 
would feel toward Isaac thus restored to him. 
Picture the happy life that they would live as Isaac 
grew up. At last the difficult question would arise 
regarding Isaac's marriage. By questions let the 
class explain that Abraham was living in a strange 
land. He was among idolaters. His own people 
were across the Euphrates in Mesopotamia. Where 
would he naturally wish that Isaac's wife should 
come from? Explain a little about the marriage 
customs of the time. Then let the story proceed 
rapidly. This is a good opportunity for covering 
a large amount of material in brief lively descrip- 
tion. Do not dwell upon the details. Let the stu- 
dents become accustomed to take up the parts of 
the story one after another. It is well to call on 
them out of regular order, so that the uncertainty 
as to who will be called on next may stimulate 
attention and interest. Let the class be alert to 
supply any point in the story that the speaker may 
omit. 

^7. The journey of the servant. — Use the map, 
following the servant's journey north to Damas- 
cus, then north to the Euphrates. There may be 
a bit of review here as the students realize that the 
servant went back over the road which Abraham 
had come. Let them recall that Abraham's family 
had stopped at Haran. 

28, Finding the bride, — This may be treated 
briefly. 



28 HEROES OF ISRAEL 

29, The engagement of the bride. — Let the 
students simply describe the facts. 

JO. The bride brought home. — Explain the old 
marriage custom. Let the students realize the 
simple beauty of the story. 

Summary 

Abraham believed that God was taking care of 
him. He had led him to the promised land and 
would give him the promised son. When the son 
came he wanted to give thanks to God. So he 
thought that he must slay him in sacrifice, still 
believing that God would give him a son to inherit 
the promises. When God showed him a better way 
he gladly accepted it. Isaac grew up and Abraham 
believed that God would lead them to find a good 
wife for his son from his own people. It is all a 
story of trying to live as God would have us, and 
learning as we go along what he wants us to do. 

Written Review 
Draw out rapidly from the class the great inci- 
dents in Abraham's life that have been studied 
and ask the students to point out how these showed 
a trust in God. Urge them to think it all over, 
and then write out their review story. 

Preparation for the Next Lesson 
Simply announce that the next lesson is the 
story of Isaac's two sons, who, although they were 
twins, turned out to be very different from one 
another. We are going to find out what happened 
to them when one tried to get the better of the 
other. 



JACOB— ISRAEL 

IV. Jacob, the Clever 
V. Israel, the Godly 



IV. JACOB, THE CLEVER 

References: 

Stewart, pp. 162-64. 

Dictionary of the Bible, articles ''Jacob," "Esau," 

'Tirstborn," "Bethel." 
Biblical World, March, 1907, pp. 219-27. 

Aim of the Lesson 

To help the student to feel that it is never 
worth while to cheat and plot for advantage. God 
can be trusted to take care of us without any trick- 
ery on our part. 

Essence of the Story 
There were twin boys in Isaac's household. 
They represent the two different types that we so 
often find among children. The one active, impul- 
sive, energetic; the other sensitive, receptive, im- 
pressionable. Every teacher knows these two types. 
The psychologists call them the motor-minded child 
and the sensory-minded child. The first of these was 
the favorite of his father ; the second, of his mother. 
There was unfortunate favoritism in this home. 
The birthright was a very important matter in those 
days. In our democratic society the oldest son has 
no advantage over the rest of the family. But in 
many countries the oldest son succeeds to the title 
and estates of the father. The Hebrew custom- 
seems to have given the firstborn a double share. 
Apparently, however, he could sell his right, and 

31 



32 HEROES OF ISRAEL 

upon this possibility the plot of this story turns. 
Jacob wanted the birthright. He plotted to take 
advantage of his brother's careless, impulsive 
nature in order to get him to sell it. Then he and 
his mother plotted to deceive the old father. The 
patriarchal blessing which Jacob obtained was con- 
sidered of great importance. It was a kind of last 
will and testament, as .we see from Gen., chap. 49. 
Whoever secured it would succeed the father as 
the head of the tribe. When Esau found that he 
had been cheated he was bitterly disappointed and 
in his anger would have killed his brother. The 
shrewd plotter had over-reached himself and was 
obliged to flee for his life. Then we see God's 
kindness. He knows there is something better in 
Jacob than has yet appeared. He will not leave 
him to his own devices and to the results of his 
deception. The story is very beautifully told. The 
lonely man sees in his dream the great rocks form- 
ing a staircase up to heaven. He sees God stand- 
ing at the top and promising to be with him. The 
whole narrative is a beautiful picture of God's 
nearness to us. Jacob was surprised to find that 
God was there, but he is always there if we could 
only know it. The hope of a better Jacob is in that 
divine friendship. We shall see how it worked 
out in the later years. 

Suggestions for Teaching 

It will be better not to attempt any review as 
there is so slight connection with the last lesson. 



JACOB, THE CLEVER 33 

Simply collect the review papers for private exami- 
nation. Plunge at once into the story with the 
statement, ''We are going to see today how a man, 
who thought he was very shrewd, over-reached 
himself. It is sometimes dangerous to be too 
shrewd." 

THE POINT OF CONTACT 

jj. Ask the class, Do you know what is done 
with a man's money when he dies? Did you 
ever hear of a family where there was bad feel- 
ing because more money was left to one than 
to another? Suppose your father was very rich 
and you knew that when he died your older 
brother would receive a great deal more money 
than you, how would you feel about it? We 
don't often have that kind of thing in America, 
but in countries where there are kings and nobles 
they have to decide who shall succeed to the title 
or office when the father dies. What plan do they 
have? They had the same plan in the old days of 
these hero stories. Explain the use of the word 
''birthright." Isaac was a very old man and when 
he died his oldest son Esau would be the head of 
the tribe. What did Jacob, the younger son, think 
of this? It made him jealous and he plotted to get 
the birthright. 

22, The home-lover and the hunter, — With a 
few questions bring out the difference between the 
two men ; also note the favoritism. 

jj. The shrewd bargain. — Encourage vivid de- 



34 HEROES OF ISRAEL 

scription so that the class sees the famished hunter 
wilHng to give anything for food, and the wily 
bargainer taking advantage of him. 

24. The folly of Esau.— Let the student express 
a moral judgment on Esau. 

J5. The meanness of Jacob, — The whole prob- 
lem of the monopoly or ''the corner" is in this 
transaction. If we think it clever to take advantage 
of others we have not advanced beyond Jacob. 
Thousands of years of religious and moral develop- 
ment have done nothing for us. 

jd. Isaac's blessing. — Some little skill will be 
necessary to make the students feel the significance 
of this patriarchal blessing. 

J/. The plot. — Let the story move rapidly. 
Encourage picturesque description. 

55. The deceit. — The story will be most effec- 
tive if it is told briefly without much comment. 

jp. Esau's bitterness. — The contrast is very 
dramatic. Make the most of it. The teacher who 
fails to perceive the fine dramatic character of these 
stories will miss a great opportunity. 

40. Esau's revenge. — We naturally sympathize 
with Esau. The important point, however, is to 
recognize the wretchedness for everybody which 
all this deceit caused. It seems probable that 
Rebekah never saw her favorite again. 

41. Jacob's flight. — The repeated journeys be- 
tween Palestine and Mesopotamia ought to make 
the general geography familiar. Always review it, 
being sure that the students understand how the 



JACOB, THE CLEVER 35 

roads ran. Use the map of Canaan at p. 47. 
Develop the thought of the rocky formation at 
Bethel giving the appearance of a staircase. 

4.2, Jacob's dream. — Did you ever know a boy 
who went away from home to seek his fortune? 
Jacob not only had to leave home but he had to 
slip away secretly. Do you think one would be 
lonely the first night away from home? Would he 
be likely to remember to pray to God? Some 
people only think of God when they are in trouble. 
Bring out the story with clear, definite questions. 

Written Review 

Drill the class on the meaning of ''magnani- 
mous/' and be sure that they see how Jacob's over- 
reaching was the opposite quality. Draw out from 
them various illustrations in addition to the San 
Francisco incident. Urge them to write a few 
lines expressing their judgment. Make much of 
these written reviews. They are the student's 
opportunity for expression of what has been 
learned. 

Preparation for the Next Lesson 

Would Jacob have dared to return home and 
meet Esau? We shall see in the next lesson how 
he came home, a very different man, and what 
happened at the meeting of the two brothers. 



V. ISRAEL, THE GODLY 

References: 

Stewart, p. 318. 

Dictionary of the Bible, articles "J^-cob," "Penuel." 

Biblical World, March, 1907, pp. 227-30. 

Aim of the Lesson 

To show how old sins spring up to meet a man 
years afterward, but how God protects the man 
who repents. 

Essence of the Story 

Jacob journeyed from Bethel to Mesopotamia, 
reached the abode of Laban, his uncle, and entered 
into service with him. He married the two daugh- 
ters of Laban and a large family was born. After 
various hard experiences in which he did not 
always exhibit very scrupulous conduct he decided 
to return home. Then the old fear of Esau came 
upon him. He tried by presents and courtesy to 
placate his brother. But a great struggle of soul 
came to him, in which it would seem that he saw 
that he had not followed the divine will as he ought. 
He gave up and became a different man. There 
followed a happy meeting with his brother, which 
he shrewdly made as short as possible. He then 
returned with all his people to the place where he 
had seen the vision at Bethel and made a humble 
and faithful expression of his dependence upon the 
Lord. We feel as the story closes that Jacob has 
become a better man. 

36 



ISRAEL, THE GODLY 37 

Suggestions for Teaching 

THE POINT OF CONTACT 

The following questions rapidly put may make 
a beginning : What is meant by a grudge ? If one 
man did a deadly wrong to another how long might 
the grudge last? How did Jacob wrong his 
brother? What was Jacob obliged to do to save 
his life? We are going to see now what came of 
this flight of Jacob and of the old grudge. 

4^. Jacob with Lahan, — The long narrative of 
Jacob and Laban in Gen., chaps. 29—31, may be read 
by the teacher if desired. It is too long for the 
students to read and is not altogether desirable for 
them. The teacher may go over briefly the general 
trend of events during the twenty years of Jacob's 
life in Mesopotamia. It should be done briefly, 
however, in order to come at once to the point of 
Jacob's return home. The use of the map will help 
the students to realize that Jacob is coming back. 

44, Jacob's fear. — Let the students recall 
Jacob's reason to be afraid of Esau. Let them see 
how an old sin springs up again after years have 
passed. Notice Jacob's careful plan to prepare for 
his meeting with his brother. Esau's company of 
400 men would indicate that he had gathered a 
set of rough fellows like himself who shared his 
wild life. The information about them did not 
tend to allay Jacob's fears. 

^5. Jacob's prayer. — ^We are always more likely 
to pray when we are in trouble. Jacob had done 



38 HEROES OF ISRAEL 

all that he could think of and now he fell back 
upon God. Let the students see that it is better 
to think of God first. Read to them very carefully 
the beautiful prayer. Note that it contains thanks- 
giving and humility, ever proper characteristics of 
prayer. 

46. Jacob's plan, — His clever scheme of send- 
ing the five droves of different kinds of animals as 
so many presents to pacify Esau may be used to 
awaken interest and to make the students alert in 
noting the, details of the narrative. 

4/. Jacob's danger, — This narrative may be 
rather difficult for the young students to under- 
stand, but let them at least have the picture clearly 
before them. Let them see that Jacob had taken 
all his companies across the brook and had returned 
alone in the night to pray to God. It was a solemn 
time of heart searching. Many things that he had 
forgotten in his busy life would come before him 
in that loneliness just before the time of danger. 

48, Jacob's struggle. — Refer to Note E. In 
very old times men thought of God as having bodily 
form as represented in this wrestle. The writer of 
the story means to make the wrestle represent a 
spiritual conflict. Jacob had never been willing to 
let God take care of the future. He had always 
tried to use his own cleverness, and this had led 
him into evil. The only safe way to prepare for 
the future is to do one's best honestly and trust 
God to bring it out well. It is a great struggle 
sometimes for a man to understand that way of 



ISRAEL, THE GODLY 39 

life. Try to secure thoughtful answers from the 
students to the questions asked in their book. 

49, Jacob's victory, — The new name, Israel, has 
a nobler meaning than the old name, Jacob. The 
sacred writer means to suggest that this man who 
was before only a clever supplanter is now really 
a victor. 

50. The meeting of the brothers. — Let the class 
briefly describe the facts. 

57. The return to Bethel. — Here is an oppor- 
tunity for review. Recall the incident of Jacob's 
first visit to Bethel and then bring out the striking 
contrast in his second visit. Then he was alone, 
now he has a large family and extensive posses- 
sions. Then he was in dread of his brother, now 
he is happy in the reconciliation. Then he was 
only a shrewd young man, now he has learned the 
lessons of the godly life. 

Summary 

In Jacob we see a man developed in character. 
First he is a mere cheat, but fleeing from home he 
thinks of God and seeks his blessing. For twenty 
years he is engaged in the conflict of business. He 
turns home and his old sin comes before him. He 
tries to make amends. Then he falls back on God 
and in a great struggle becomes willing for God to 
lead him. Then he can meet his brother, and can 
go back to the place where he saw his early vision, 
ready to worship God. It is better to learn this 
lesson early than to wait so long. 



40 HEROES OF ISRAEL 

Written Review 

Tell the students that it is a good thing to talk 
over their lessons with their parents. The same 
conditions that we find in these old stories are 
found today. Their parents or some friend can 
give them the facts for writing their review paper. 

Preparation for the Next Lesson 

Ask the class if repentance destroys all the con- 
sequences of wrong-doing. Of course all will see 
that a man may be forgiven but that the evil he 
has done may remain. During the twenty years 
that Jacob was engaged in the game of wits with 
his father-in-law he was not bringing his family 
very near to God. We shall see in the next lesson 
that his boys did not turn out very well. 



JOSEPH 

VI. Joseph, the Slave 
VII. Joseph, the Ruler 
VIII. Joseph, the Generous 



VI. JOSEPH, THE SLAVE 

References: 

Stewart, pp. 143-44. 

Price, pp. 102-3. 

Dictionary of the Bible, articles ''Joseph," ''Slavery." 

Biblical World, April, 1907, pp. 293-96. 

Aim of the Lesson 

To see how faith in God can save one from 
discouragement in great difficulty. 

Essence of the Story 

The story of Joseph is one of the finest pieces 
of narrative in all literature. It moves forward, 
vivid, picturesque, pathetic, dramatic, through a 
series of adventures in which the hero gains ever 
more intensely the interest of the reader. It begins 
with the boy and his dreams. Noble youths have 
dreams of the future. But the boy has the mis- 
fortune to incur the envy of his brothers. A chance 
puts him into their power. They plot his murder 
and then compromise by selling him into slavery. 
His noble nature asserts itself even in the wretched 
position of a slave, and he rises to be the head of 
his master's household. A shameful and false 
charge is made against him at the height of his 
success and he is flung into prison, but here again 
his courage and faith sustain him, and he proves 
himself a man of worth and helpfulness. 

43 



44 HEROES OF ISRAEL 

EXPLANATORY NOTES 

Note G. Caravans of the East. — Railroads have 
entered the East only very recently and, of course, in 
ancient times there was nothing of the kind. Trade was 
carried on by means of caravans. A number of mer- 
chants would band together for mutual safety. Loading 
their goods upon camels and asses, they would slowly 
trudge over the roads of the East from city to city. 
Thus all the costly goods would be carried from the 
place of their manufacture to the place of their sale. 
Such a caravan as given on p. 5 of the student's book 
is still to be seen in the East. 

Note H. Slavery in ancient times. — Slavery was uni- 
versal in the olden days. Men who were in debt were 
sold to satisfy the creditors. People sometimes sold their 
children as slaves. The captives of war were always 
regarded as a valuable part of the booty and were sold. 
And there was a large amount of kidnaping. It was 
quite in accordance with custom for the traveling trad- 
ers to buy the boy whom the brothers wanted to sell. 
The slave^was the absolute property of his master dur- 
ing the whole of his lifetime. However, slaves were 
frequently very intelligent men, and they often rose to 
high positions. It was quite in accordance with custom 
for a slave such as Joseph to become overseer of the 
entire estate of his master. Sometimes there was an 
exceedingly friendly relation between master and slave. 
However, at any moment the master might exercise his 
arbitrary rights. 

Suggestions for Teaching 
It will be well for the teacher at the beginning 
of these studies of Joseph to read the whole beauti- 
ful story in Gen., chaps. 37, 39-48. 



JOSEPH, THE SLAVE 45 

THE POINT OF CONTACT 

52. Perhaps the best way to secure interest will 
be the simple statement that we are going to study 
a story that many consider the best that has 
ever been written. It is full of the most surprising 
adventures and wonderful escapes. We must all 
enjoy it. 

5j. Joseph the favorite son. — Recall to the stu- 
dents what was said about favoritism in Isaac's 
family. Jacob ought to have remembered how un- 
fortunate it was in his own boyhood and he ought 
to have avoided it. But Joseph was a good boy 
while his older brothers were guilty of much mis- 
conduct. It was not unnatural therefore that Jacob 
treated him with favor. By question and sugges- 
tion make vivid the home life in Jacob's tents — 
the ten older sons, the younger Joseph, the child 
Benjamin. Recall the great extent of Jacob's flocks 
and herds, which must be tended by these sons. 

54. Joseph's dreams, — Joseph's dreams give op- 
portunity for picturesque description. Call to 
mind great men who had visions of greatness in 
youth. Most boys think of some day being Presi- 
dent. The ambition is good, if it does not go too 
far and make one arrogant. A class of boys might 
be asked: How many of you have ever thought of 
becoming great men? 

55. Joseph's brothers. — Again picture the many 
hundred sheep and cattle that would need pasture- 
age, and would soon exhaust the grass in any one 
place. Follow the route of the shepherds on the 



46 HEROES OF ISRAEL 

map, and make the measurement as suggested. 
Note that Jacob did not send Joseph with his 
brothers. 

5d. The murderous plot, — The fearful signifi- 
cance of hatred comes out in the story. Children 
in their rage sometimes say, 'T would like to kill 
him." Let the students learn the verse from John's 
epistle. Help them to see that these brothers had 
practically been murderers a long time. The sig- 
nificance of the story is best seen in the simple 
vivid narration. Let one student begin to tell the 
story. Then suddenly stop him and ask another 
(particularly one who is not paying attention) to 
take up the tale. So keep the class alert. A teacher 
must know the story so well himself that he will not 
need to refer to the book. 

57. Joseph a slave, — Bring out briefly the mean- 
ing of slavery. 

55. The faithful slave. — There is fine nobility 
in Joseph's faithfulness in a menial position. In 
Col. 3:22—25, Paul lays down the principles of 
manly service for slaves. We owe it to ourselves 
and to God to do our best wherever we are. 

No good purpose can be served by discussing 
Joseph's temptation. It will be sufficient for the 
young student to understand that his master's wife 
became his enemy and accused him of insult. 

^g. The false charge, — Pass over rapidly the 
misfortune that happened to Joseph. Attention 
should be concentrated on the master's displeasure 
and the imprisonment of Joseph. 



JOSEPH, THE SLAVE 47 

60. Joseph in prison, — Justice was a very arbi- 
trary matter, and Joseph might well think that he 
was doomed for hfe. What of his brilliant dreams? 
Let the students feel the dramatic situation. There 
is opportunity for nobility and for service even in 
prison. In all difficulties a man is sustained by 
faith in God. 

Sximmary 

Nobility of character appears in times of diffi- 
culty. Joseph in the pit might well have despaired 
of his dreams. In slavery he might have felt him- 
self forsaken. In prison he might have thought 
the future hopeless. But he always did his best and 
trusted in God. 

Written Review 

Encourage the students to find instances of 
heroism under difficulty in modern life, and to write 
these brief records. 

Preparation for the Next Lesson 

Ask the class : Do you think a man of Joseph's 
character would be likely to remain in prison for 
life? We shall see in the next lesson what strange 
circumstances led to his deliverance. 



VII. JOSEPH, THE RULER 

References: 

Price, pp. 103-6. 

Dictionary of the Bible, articles "Joseph," "Dreams," 

"Famine.'' 
Biblical World, April, J907, pp. 296-301. 

Aim of the Lesson 

To see how a man, faithful to his duty in every 
condition, gained unexpected honor. 

Essence of the Story 

Joseph was in a hopeless plight. He might well 
have given up all effort. But even in prison he 
decided to do what he could. Opportunities soon 
came for him to be of service to some great officers 
whom the king had sent to prison. By the gift 
that he possessed he was able to interpret their 
dreams. His interpretation came true, but the 
officer who was restored to favor forgot the obscure 
Hebrew slave, and he remained two long years in 
prison. The king at last had a dream which gave 
the opportunity for Joseph to be remembered. He 
was summoned from prison, satisfied the king as to 
the meaning of his dream, and by a most surprising 
change was advanced to a high position. 

Suggestions for Teaching 

THE POINT OF CONTACT 

Ask the class what happens to the hero in stories 
of adventure just when all hope seems to be lost. 

48 



JOSEPH, THE RULER 49 

Explain that we are going to see how Joseph when 
everything seemed to be against him made an ac- 
quaintance who afterw^ard brought him deliverance. 
With a few questions bring out clearly Joseph's 
situation as a prisoner. He was not under sen- 
tence for a term of years, but had simply been 
thrown into prison, and was likely to remain there 
for the rest of his life. 

62, Joseph's fellow-prisoners, — By questions 
and suggestions secure a good picture of the Egyp- 
tian court, and especially of the duties of the func- 
tionaries who were imprisoned. See Neh., chap. 2, 
for an indication of the position of the cupbearer. 
Call attention to the arbitrariness of imprisonment, 
as in autocracies today. 

(5j. The ominous dreams, — Picture the fore- 
boding of the men as the time drew near for their 
fate to be decided. Let the students realize the 
naturalness of the dreams as much as possible. 
Joseph's sympathy is significant. He Vv^as in a bad 
plight himself, but he could feel for others. 

64.. Joseph's interpretation. — The question natu- 
rally arises as to how Joseph could knov/ the 
interpretations. Some will feel that he v/as divinely 
inspired, others will think that a belief in dreams 
and interpretations is an indication of the childhood 
of religion. It will not be wise to discuss these 
matters very much in the class. We are not con- 
cerned in this outline and appreciative study of the 
Old Testament heroes with questions of historical 
probability. We are studying the stories as vivid 



50 HEROES OF ISRAEL 

portrayals of the great characters whom Israel 
honored, and whose experiences are so full of sug- 
gestion for us. Do not raise the question unneces- 
sarily, but do not put any strain on the student's 
credulity if he feels unable to accept the stories as 
historical. Their value is in their humanness. The 
very confidence of Joseph that he could interpret 
the dreams shows finely his continued belief in his 
own hopes and ambitions of youth, impossible of 
realization though they seemed. 

(55. The ungrateful butler, — Describe the pomp 
of a royal birthday. Show how the arbitrary justice 
of the East has nothing to do with careful judicial 
procedure, but is simply according to the king's 
will. We learn much from these old stories by con- 
trast. Here we feel the blessedness of a just gov- 
ernment. Was the chief butler a little ashamed of 
the Hebrew slave, or was he unwilling to risk mak- 
ing any unnecessary request of the king? It is a 
notable example of black ingratitude. 

66, The king's dream, — The king's dream is 
curious and there will be an interest in having it 
well told. Make much of the Nile. Draw out all 
that the students know about its character. Any 
encyclopedia will give you the needed information. 

6/, Joseph remembered. — The wise men of the 
Book of Daniel will be recalled. Picture the 
trouble and perplexity of these magicians. Now, 
when there is a chance to curry favor, the butler 
remembers poor Joseph. 

68, Joseph before Pharaoh, — Picture the rapid 



JOSEPH, THE RULER 51 

preparation of Joseph to appear before the king. 
Do not allow the narrative to drag. It is unneces- 
sary to have the dream again repeated. Interest 
will be maintained by moving with some rapidity. 

6p. Plenty and famine. — Let it be very clear 
that the fertility of Egypt depends upon the Nile, 
and that the failure of the inundation would mean 
famine. Such were infrequent, but not unknown. 
The plan of storing up food seems to have been 
common. 

70. Joseph's reward, — The description in Price 
will be especially helpful in this section. Bring out 
clearly the various distinctions conferred on Joseph. 
Kings often delighted in thus heaping favors upon 
a new favorite. 

/J. Joseph's prosperity. — The point of empha- 
sis here is the utterly changed fortunes of the 
friendless slave. Make much of the contrast. He 
is free, honored, wealthy; he has home, wife, chil- 
dren; he has a great office. How well he had de- 
served it all ! Note his wise discharge of the special 
duties regarding the famine. 

/2. The unspoiled hero. — Here was a man faith- 
ful to God in adversity and also in prosperity. 
Sometimes the latter is harder than the former. 

Summary 

There are some persons who only do what they 
have to, or what they are paid for. Joseph believed 
in doing with his might what his hands found to do. 
Because he was faithful as a slave and as a prisoner, 



52 HEROES OF ISRAEL 

two positions in which many would think it per- 
missible to be careless, he became the head of the 
nation. Give to the class illustrations from Ameri- 
can history and from your own knowledge of those 
who have become great by humble faithfulness. 

Written Review 

There is a good opportunity to make applica- 
tions to common life of this very simple but far- 
reaching principle of faithfulness. The shirking 
boys and girls who are doing the least they can are 
not likely to make the strong men and women. 

Preparation for the Next Lesson 

Ask the students how they think Joseph, the 
ruler, would act if he should get his wicked broth- 
ers into his power. Explain that the next lesson 
tells the story of just such a condition. • It is an 
unusually long lesson because we want to have 
before us the whole narrative of the adventures of 
Joseph's brothers in Egypt. Be sure that the stu- 
dents are studying the lessons in advance. Arrange 
to meet them between lessons occasionally, so as to 
go over the material with them as in Lesson L 



VIII. JOSEPH, THE GENEROUS 

References: 

Tristram, p. 248. 

Price, pp. 107-9. 

Dictionary of the Bible, articles "Joseph," *'Goshen." 

Biblical World, April, 1907, pp, 301-4. 

Aim of the Lesson 

To see that forgiveness is the best revenge. 

Essence of the Story 

Joseph's possession of the store of grain brought 
him into contact with those who came to buy on 
account of the famine. To his great astonishment 
his ten brothers appeared one day. He recognized 
them at once, but, of course, they could not know 
him. He felt no bitterness against them, but he 
instantly decided on a plan to lead them to see 
their guilt and to repent. By treating them roughly 
and compelling them to bring their youngest 
brother, and then by putting Benjamin into danger, 
he brought them to a point where they were will- 
ing to do anything to save the boy who was their 
father's favorite. Thus they atoned for their old 
sin and the forgiveness could be complete. 

EXPLANATORY NOTE 

Note I. Patriarchal authority. — Students in our 
democratic society are sometimes unable to understand 
why mature men should be so obedient to their old 

53 



54 HEROES OF ISRAEL 

father. It is to be remembered that the head of the 
family was not only father but also ruler. The only 
government they had was that of the patriarch. Jacob 
was the sheikh or chieftain of the clan, and his word was 
absolute law. Such government exists among the Arab 
clans today. 

Suggestions for Teaching 

If the students have read the story carefully at 
home most of the time of the class may be given to 
a rehearsal — ^by the students, not by the teacher — 
of the beautiful narrative. Let it be said again that 
the narration should be vivid, picturesque, rapid, 
avoiding detail, and dwelling on the striking points. 

THE POINT OF CONTACT 

7J. Ask the class: Did you ever have a good 
chance to get even with a person who had done 
you an injury? How does it feel to enjoy revenge? 
Did you ever forgive a person instead of getting 
even? How does that feel? Then recall the facts 
of the story by asking what cause Joseph had for 
getting even with his brothers. 

74. Jacob in Canaan. — Let the circumstances in 
which Jacob and his sons were living in Canaan be 
recalled. Let the map be used as a review of the 
relation of Canaan and Egypt. According to our 
story the famine had spread to Canaan. Picture 
the distress of a famine. Draw attention to Jacob's 
care for Benjamin. 

75. Joseph's brothers. — Joseph's conduct is to 
be understood as a whole. The student's imagina- 



JOSEPH, THE GENEROUS 55 

tion may realize the conflicting emotions produced 
by the first sight of the brothers. Joseph felt that 
no good would be gained by an immediate forgive- 
ness, but if he could get them to reverse their 
former conduct a real reformation of character 
might be secured. 

y6. The trouble of the brothers. — Deeply pa- 
thetic is the report to Jacob. Be sure that the stu- 
dents reproduce the features of these speeches in 
detail and from memory. 

77. The hard decision, — Bring out strongly the 
reluctance of Jacob to let Benjamin go down. 
There is an interesting touch where the shrewd old 
Jacob, who had sent the present before him to 
Esau, still remembers the value of a propitiatory 
offering. 

78. The fear of the brethren. — Their fear at 
the unexpected and unexplained summons to the 
house of the great man is the important point. 

7p. The feast. — There are pictures of Egyptian 
feasts portrayed on the tombs, which can be found 
in any book dealing with Egyptian life. Joseph's 
emotion at the sight of Benjamin is very touching, , 
and so also is his eager enquiry after his father. 
There is a great deal of dramatic movement in the 
story. Be sure that it is brought out. Do not let 
the narrative drag. The students should give it 
in bold outlines. A slight halt may be made where 
some natural reflections suggest themselves. The 
astonishment of the men at Joseph's apparently 



56 HEROES OF ISRAEL 

superhuman knowledge of their relative ages should 
be noted. 

80. Benjamin's danger. — Of course it is most 
iniquitous to plot the manufacture of criminal evi- 
dence against an innocent man, but Joseph is only- 
using a stratagem to bring these men to a realiza- 
tion of fraternal duty. . The assurance of innocence 
and the horror at the discovery is well told. The 
use of the cup ''to divine'' means that in some way 
it was supposed to assist the user in determining 
the will of God. Like the dreams, it is a mark of 
primitive religion. Joseph brings matters to a 
head by demanding that the guilty Benjamin stay 
with him as his slave. 

81. JudaKs noble offer, — The brothers cannot 
go back to the old man and tell him that they have 
lost Benjamin. Judah is ready to give his life for 
the boy. When he has reached that point it is safe 
for Joseph to forgive. 

82. Joseph's forgiveness. — Care must be taken 
that the strong form in which Joseph announces 
his faith that God's hand was in his coming to 
Egypt does not cause confusion of moral distinc- 
tion in the minds of the students. He brings out 
the truth more clearly in Gen. 50:20. They were 
none the less culpable, though an overruling provi- 
dence had frustrated their evil designs. 

5j. Joseph and his father, — The reception by 
Jacob of the good news is wonderfully told. An 
interesting touch is the impression that the wagons 
made upon him. The territory of Goshen was 



JOSEPH, THE GENEROUS 57 

near the border which the Hebrews would cross in 
entering Egypt. It was well adapted to grazing, 
and it left the Hebrews sufficiently isolated from 
the Egyptians so that they could carry on their 
own tribal life. Locate it on the map. The teacher 
may end the story with a few words regarding the 
death of Jacob and of Joseph. 

Summary 

The story shows that while we ought always to 
be willing to forgive it is not always best to tell 
people that they are forgiven. Our parents do not 
tell us of their forgiveness until we tell them that 
we are sorry. Joseph rejoiced in being generous, 
and all came out well. 

Written Review 

We do not wish to have the students write 
account .of their virtues in their notebooks, but 
they will be better able to pronounce upon Joseph 
if they have been trying to practice his spirit. 

Preparation for the Next Lesson 

Simply announce that we are to begin the study 
of a new hero who had some very interesting ad- 
ventures. 



MOSES 

IX. Moses' Early Life 

X. Moses' Commission 

XI. Moses, the Deliverer 

XII. Moses, the Lawgiver 



IX. MOSES' EARLY LIFE 

References: 

Price, pp. 1 13-17. 

Dictionary of the Bible, articles "Moses," "Zipporah." 

Biblical World, May, 1907, pp. 361-69, Z7^>-^^' 

Aim of the Lesson 
To see how the strange circumstances of life 
prepared a hero for his work. 

Essence of the Story 

The Hebrews who were living in Egypt became 
a great people. Their numbers excited the jeal- 
ousy of the Egyptian rulers, so they were enslaved 
and set to work upon the great buildings of their 
masters. By wonderful deliverance and unex- 
pected education one of the Hebrews was prepared 
for his great destiny as savior of his people. His 
hot zeal when he first realized his obligation put 
an end to his opportunity for the time. He was 
compelled to flee and in a long exile seemed to for- 
get all about his people. Aleantime they were 
sufifering increasing hardships. But the Lord was 
preparing the hero to deliver them. 

EXPLANATORY NOTE 

Note J. Ramses II. — It seems probable that the 
Pharaoh who was reigning in Egypt during the time of 
the Hebrew bondage was the celebrated and splendid 
Ramses II. He was one of the greatest of Egyptian 

61 



62 HEROES OF ISRAEL 

builders. Of course this was long after the pyramids 
were constructed. But he built great temples and palaces. 
Our illustration on p. 88 shows the entrance to the enor- 
mous rock temple far up the Nile near the Second Cata- 
ract. Colossal statues of Ramses II, sixty-five feet in 
height, carved out of the solid rock, guard the entrance 
to this great temple, and within it is constructed in like 
proportions. All this enormous labor was done by slaves. 

Suggestions for Teaching 

THE POINT OF CONTACT 

84. The teacher may well begin v^ith the ques- 
tion, Why do v^^e call Washington the father of 
his country? If the teacher v^ill look up in the 
encyclopedia the story of Garibaldi, it may be well 
to give it very briefly. Let the students realize the 
significance of founding a nation. Explain that 
while Abraham was the great ancestor of the 
Hebrews, the man that made them a nation was 
Moses. 

55. The Hebrew people. — Explain to the class 
that while Jacob had twelve sons and a large num- 
ber of servants, so that his people formed a consid- 
erable tribe, yet there could not have been a very 
large number, comparatively speaking, that went 
down to Egypt. But they were a vigorous race, 
they had settled in a fertile land, and they were at 
peace, so that they rapidly increased in numbers. 
A very long time may have elapsed, sufficient for 
the tribe to become a people. 

86. Egyptian buildings. — Ask about the pyra- 
mids. Show the picture in Price (p. 192). Let 



MOSES' EARLY LIFE 63 

the students understand that it was all done by 
slave labor. This was long before the Hebrews 
went to Egypt. Explain the building activity of 
Ramses II. 

5/. Harsh labor conditions. — An interesting dis- 
cussion on labor conditions as the boys and girls 
see them may be helpful. 

88. The king's decree, — Bring out the brutality 
of the king's plan. 

89. Birth of the hero,- — Let the picturesque story 
of the ark of bulrushes be well told, with all the 
striking circumstances. 

90. Adoption of Moses, — We must not make 
too much of the tradition that Moses was '^learned 
in all the wisdom of the Egyptians/' but his resi- 
dence at the court must have been of great value 
to him. The means which the Pharaoh devised 
for the destruction of Israel brought about the 
training of the deliverer. 

pi. Loyalty without zvisdom. — Make much of 
Moses' heroic choice. Heb. 11:24-26 is a fine 
comment. Nothing is meaner than to be ashamed 
of one's people or family. We sympathize with 
the hot blow that felled the tyrant, but only one 
Egyptian was killed. Deliverance could not come 
in that way. Even righteous anger must be guarded 
carefully. 

p2, Moses' disappointment. — Every great leader 
meets discouragement among his own people. 
Lincoln suffered greatly from criticism and mis- 
representation in his own party. 



64 HEROES OF ISRAEL 

pj. Moses' -flight, — Moses had thrown away the 
opportunity of helping his people by his rash act. 
Encourage discussion on this point. 

P4. Moses in Midian. — Not very much can be 
done with the geography in this narrative as the 
location of Midian is uncertain. In the map of 
the Semitic world it is indicated east of the Gulf 
of Akabah. It will be enough to notice on the map 
the general direction of Moses' flight. The beauti- 
ful story speaks for itself if read with keen imagi- 
nation. Picture the lonely fugitive, the seven girls 
with the sheep, the churlish shepherds, the gallant 
young Moses, the invitation to the priest's home, 
the marriage in due time. 

g^. The Hebrew bondage, — Make the contrast 
with the fate of the poor Hebrews. Then let the 
students realize ''God within the shadow, keeping 
watch above his own." Let the students see that 
the future of the Hebrew people depended upon 
their being obliged to leave Egypt. 

Summary 

It takes many experiences to make a strong 
character. Moses had the advantage of an early 
training by his own mother in the simple home, 
then the education in the Egyptian court which 
gave him the learning which he needed for his 
work. The reversal of his fortunes and his life in 
the wilderness gave him a harder training which 
fitted him to meet the many difficulties of his later 
life. We always wish that we might be prepared 



MOSES' EARLY LIFE 65 

in the pleasing ways, but sometimes we need hard- 
ness. 

Written Review 

Explain that most strong men and women have 
found themselves prepared for their work by try- 
ing experiences. Encourage the student to find 
out such facts about someone whom he respects, 
and to write a brief account of it. 

Preparation for the Next Lesson 

When Moses was married and living in Midian 
do you suppose he thought much about his own 
people? Would he ever think that he ought to 
go back and try to help them ? Would it be danger- 
ous to do so? We shall see in the next lesson how 
he decided to go back. 



X. MOSES' COMMISSION 

References: 

Dictionary of the Bible, articles "Moses/* "Sandals," 

"Egyptian Bondage." 
Biblical World, May, 1907, pp. 381-83. 

Aim of the Lesson 
To see how God called a hero to his duty. 

Essence of the Story 

Moses was living in Midian. He became a 
shepherd tending the flocks of his father-in-law- 
In the leisure permitted by that occupation he often 
thought of his duty toward his people. But it must 
have been hard for him to see what he could do. 
He came to the sacred mountain. Doubtless he 
prayed. Suddenly God revealed to him his duty 
in a wonderful vision. He sent him to Pharaoh 
with a commission to demand that the Hebrews 
should be freed. Moses naturally hesitated, but 
was reassured by signs. He continued to hesitate 
and was rebuked, for too great hesitation is want 
of faith. He returned to Egypt and found his 
people in bitter bondage. The Pharaoh scornfully 
refused his request. The bondage was made 
heavier and the Hebrews turned against their cham- 
pion. Moses was discouraged, but was assured by 
the Lord that he would yet succeed. 

66 



MOSES' COMMISSION 67 

Suggestions for Teaching 

THE POINT OF CONTACT 

Ask the class, Do you like to get alone some- 
times away from everybody? How does it make 
you feel? Did you ever think when you were 
alone what you would like to do when you were 
grown up? How do you suppose a strong man 
would feel if he were alone and knew that his 
people were in trouble, waiting for some leader to 
come and help them? Let us see how Moses felt 
in Midian. 

p6, Moses in Midian. — As already noted, the 
locations are uncertain. The general location of 
Midian and Sinai is given on the map. It will be 
sufficient to indicate the relation of these places to 
Egypt. 

p/. The burning bush. — Endeavor to make the 
students enter into Moses' struggle of soul. He 
did not want to go back to Egypt, yet he longed to 
save his people. He prayed about it at the sacred 
mountain. At last the vision came. So the way 
of duty always opens to a man whose conscience is 
awakened. Look up the story of Joan of Arc in 
a cyclopedia and tell the class how she felt for her 
troubled country. 

g8. The commission. — Show how God was 
waiting till the man was ready. 

pp. Moses' hesitation. — It was natural that 
Moses should hesitate when he thought of the diffi- 
culties. Ask one of the class to relate how the 
Hebrews had treated Moses. 



68 HEROES OF ISRAEL 

100, Too great hesitation, — Show the difference 
between a humble reluctance which is good and 
vacillation which is weak. It is probably not to be 
understood that Aaron came to meet Moses in 
Midian, but that he would meet him when he re- 
turned to Egypt. 

loi. The return to Egypt. — Encourage a vivid 
description of the meeting of the brothers, their 
proclamation to the Hebrews of the coming deliver- 
ance, and the wonderful signs. 

102, Moses' courage. — If Moses hesitated at 
first, he went with a fine courage to challenge the 
king. Note that he speaks to Pharaoh in the name 
of the Lord. But Pharaoh's god is different from 
Jehovah of the Hebrews. The king does not see 
why he should obey a strange deity. 

10^. The Hebrews' task. — The students will be 
interested in a discussion of the brick-making. 
Show how the work was organized. Bring out 
clearly that as a result of Moses' interference 
additional labor was laid upon the people. 

104, The task increased. — The people could 
not do all that was required, so the Hebrew officers 
were beaten. Let the harshness of the bondage be 
well understood. 

705. The bitter complaint, — Vividness may be 
given to such a narrative as this by the students 
taking the part of the various speakers and carry- 
ing out the conversation. Let one represent 
Pharaoh; several, the Egyptian taskmasters; and 
several, the Hebrew officers. 



MOSES' COMMISSION 69 

106. The Lord's promise. — ^Let the lesson close 
with the feeling of Moses' sadness in his disap- 
pointment and of expectancy because of the Lord's 
promise. 

Summary 

Heroes are often led gradually to the accom- 
plishment of their duty. We often have struggles 
of soul about what we ought to do, and the great 
men of the world have had the same. Heroism 
does not consist in making up one's mind easily, 
but in persistently following duty when it is clearly 
seen. Moses hesitated long, but when he under- 
took his task he went through with it fearlessly. 

Written Review 
The debate will awaken interest if it is skilfully 
managed. There will not be time for it at the 
next lesson as the narrative of the Plagues is a long 
one. Arrangements should be made for an extra 
meeting of the class to hold the debate. It may 
be made a social evening. Some of the parents 
might be asked to act as judges. Let the class be 
divided into two sides and let them think out the 
arguments. Young people are likely to be alert in 
seeing the points for and against. It would be well 
to talk over the arguments with the leaders. If 
they do not see all the points it may be well to sug- 
gest them. For the affirmajtive it may be said that 
Moses thought only of his own safety; he married, 
and settled down and forgot his people; that he 
ought to have made some endeavor to plan for 



70 HEROES OF ISRAEL 

their escape; that if he had prayed to God sooner 
he would have found the divine direction. For the 
negative it may be urged that one man could do 
nothing against a nation; that Moses had been 
obliged to flee for his life; that he was probably 
constantly thinking of his people's needs, but it 
had never occurred to him that he could go to 
Pharaoh ; that as soon as God made it clear to him 
he undertook the duty. 

Preparation for the Next Lesson 

Ask the question, To what danger were Moses 
and Aaron exposed in Egypt? It is evident that 
the powerful king might order them to be killed at 
any moment. It was only by some very wonder- 
ful efforts that they were able to compel him to let 
the Hebrews go free. Explain that the story of 
the next lesson is a little longer than usual, but it 
is full of interest. Urge them to prepare it care- 
fully. 



XL MOSES, THE DELIVERER 

References: 

Price, pp. 117-22. 

Dictionary of the Bible, articles "Moses," "Plagues 

of Egypt," "Firstborn." 
Biblical World, May, 1907, pp. 385-87. 

Aim of the Lesson 

To show how by faith in God a hero was able 
to save his people. 

Essence of the Story 

Moses by divine authority threatened Pharaoh 
with punishment unless he liberated the Hebrews. 
Nine plagues were brought upon the king. Nine 
times he promised freedom and broke his word. 
At last the slaughter of the firstborn terrified him, 
and he permitted his slaves to go free. Moses led 
them over the same road by which he had himself 
formerly escaped. Again the Pharaoh hardened 
his heart, decided to recapture the slaves, and pur- 
sued them with an army. A providential wind 
drove away the shallow waters that separated the 
Hebrews from the eastern shore. They crossed in 
safety, but the Egyptians who attempted to fol- 
low them were drowned. With great joy they cele- 
brated their deliverance. 

71 



72 HEROES OF ISRAEL 

Suggestions for Teaching 

THE POINT OF CONTACT 

lo^j. In the last lesson there was a question 
whether Moses had shown the proper boldness and 
willingness to undertake his difficult task. Ask 
the students who is the braver man : the one who 
measures the danger, shrinks from it, but goes for- 
ward because it is duty, or the one who rushes on 
without thinking of danger. 

io8. The plagues, — The teacher may read the 
discussion of the Plagues in the Dictionary of the 
Bible, They should be treated very briefly, how- 
ever, in class. A few explanatory words on each 
will be enough. The dramatic effect is produced 
by moving quickly to the climax. 

lop. Pharaoh's false dealing, — The moral sig- 
nificance of the story is in Pharaoh's vacillation. 
He wants to do wrong, but he wants to escape the 
punishment. 

no. The death of the firstborn, — The teacher 
should be able to feel and reproduce the dramatic 
character of this narrative : the catastrophe, the 
horror, the gathering clans, the organization of the 
expedition, the eagerness of the Egyptians to speed 
the departing slaves. 

Ill, The departure of the Hebrews, — ^Use the 
map of the Semitic world. If possible draw a 
rough map on the blackboard to illustrate the pos- 
sible routes of escape from Egypt. The northeast 
boundary just beyond Goshen was protected by a 
line of forts. The Hebrews would have been afraid 



MOSES. THE DELIVERER 73 

as soon as they saw the soldiers. So, while this 
was the easy route to Canaan, Moses did not fol- 
low it. 

112, The route of the Exodus, — Recall to the 
students that as Moses had already fled once from 
Egypt he knew how to go. There had never been 
need to fortify the route to the north of the Gulf 
of Suez, for Egypt was in no danger of attack 
from the wilderness. Moses knew that the waters 
there were very shallow and hoped to be able to 
get across at low tide. 

11^, The pursuit, — The moral significance of 
the story is in the difference between the cowardly 
people and the confident leader. Moses had met 
God and had learned to trust him. Ask the stu- 
dents what great Americans were courageous in 
terrible straits. Washington at Valley Forge was a 
leader like Moses. 

114, The danger of the Hebrews, — It is im- 
portant to understand the situation. The whole 
region is sandy and subject to the changing con- 
dition of the tides. Everything would depend upon 
the wind if the waters were unusually high. 

7/5. The wonderful deliverance, — There are 
three different accounts woven together in Exod. 
15: 15-31. This makes it a little difficult to give 
one clear story. Long afterward the Hebrews 
thought that God separated the waters so that the 
people passed through with a wall of water on each 
side. Many of the pictures have so presented the 
story. But the earlier writers tell us that the winds 



74 HEROES OF ISRAEL 

blew the waters back so that the whole way was 
clear. Then it would seem that the chariot wheels 
of the Egyptians sank in the soft sand. The pas- 
sage of the Hebrews was made at night. Their 
enemies followed and perhaps engaged them in 
battle the next morning. But suddenly the high 
wind ceased, allowing the waters that had been 
driven back to return. ^ The Egyptians were caught 
in the returning tide. The young students will be 
greatly interested in these simple facts if their 
natural character is clearly shown. 

ii6. The song of victory, — After the defeat of 
the Spanish Armada the English struck a medal 
with the inscription : ''He blew with His winds and 
they were scattered.'' It was a recognition of 
divine Providence as in the case of Moses. The 
students should learn the six lines of the song that 
are printed in the text. It would be well if ar- 
rangements were made for them to recite the 
lines in concert as a part of the general exercises 
of the school. Then let the teacher answer in the 
words of Miriam. These little ceremonies will be 
found of great educational value. 

Summary 

Moses' faith and splendid courage appear more 
and more strongly. He is willing to go ten times 
before Pharaoh and to threaten him. He leads his 
timorous people and comforts them in all their 
murmurings. He is confident that the Lord will 
enable him to bring them to safety, even when the 



MOSES, THE DELIVERER 75 

Egyptian hosts are thundering after them. The 
victories of the world are won by the men who 
have confidence. 

Written Review 

Help the students to understand how their maps 
are to be drawn. Encourage them to make these 
accurately and neatly. 

Preparation for the Next Lesson 

What would Moses do with his crowd of liber- 
ated slaves when he had to lead them through the 
wilderness and prepare them to be a nation? It 
is evident that he had a difficult task. We shall 
see in the next lesson how he carried it out. 



XII. MOSES, THE LAWGIVER 

References: 

Stewart, p. ZZZ- 

Tristram, p. 171. 

Dictionary of the Bible, articles "Moses/' ''Sinai," 
"Ten Commandments," "Nebo." 

Biblical World, June, 1907, pp. 451-65; August, pp. 
132-34. 

Aim of the Lesson 

To see how a hero led his people faithfully in 
spite of their misunderstanding and bitter oppo- 
sition. 

Essence of the Story 

Moses' wonderful leadership of the murmuring 
people for forty years is here given in brief. They 
were discouraged from the first. They followed 
him unwillingly. They listened to the sacred law 
with trembling. While he was in the mountain 
they went back to their idolatry and made a golden 
calf. Although they were forgiven they repeatedly 
rebelled. Moses led them, rebuked them, en- 
couraged them, prayed for them, and brought them 
at last to the borders of the promised land. In a 
noble, manly speech he told them their duty; then 
he went up into the mountain and died. 

Suggestions for Teaching 
There is a method of teaching known as the 
Development Method which may often be employed 

76 



MOSES, THE LAWGIVER 77 

very effectively. It does not presuppose a previous 
study of the lesson on the part of the students. It 
may, therefore, be very well employed after a 
vacation, or when for any reason it is likely that 
the lesson has not been prepared. The method in- 
volves telling as little as possible and drawing out 
as much as possible from the students' intelligence. 
The following questions will indicate how this 
method may be employed in the teaching of this 
lesson : 

What did the Americans gain by the Revolu- 
tionary War? 

What was their great need at the close of the 
war? The students may think of a great leader, 
in which case ask them what was the name of the 
leader. 

What was the need of the colonies in order to 
establish their government? Draw out from the 
students that a law or a constitution was needed. 

Does every nation need law and government? 

Why would a nation especially need this when 
they first started? 

When did the Hebrews make a great start in 
national life? 

What was their great deliverance? 

Who was their leader? 

What would be their great need after their de- 
liverance? So bring out that the Hebrew people 
after crossing the Red Sea were in great need of 
a law, a constitution, to organize their national life. 

Who was the man to give them their law? 



78 HEROES OF ISRAEL 

Let us try to see where Moses would take the 
people in order to give them their law. 

What was the most sacred place in the world to 
Moses ? 

We studied about Moses' commission. What 
was his commission? 

Where did he receive it? 

That sacred place where God had spoken to him 
was a natural place to which to take his people for 
God to give them their law. 

How would the people reach Mount Sinai after 
they had crossed the Red Sea? 

How would they be likely to feel as they passed 
through the difficulties of the wilderness? So 
bring out the murmuring of the people. 

When they came to Mount Sinai God gave 
them a great law. Every member of the class 
learned that law once by heart. What is it called ? 

Notice especially the second commandment. 
Why was that given to the people ? They had been 
living among idolaters and they constantly wanted 
to make an idol to represent the Lord. 

Who was the man that kept them faithful to 
the Lord? 

What would be likely to happen if Moses went 
away from them? 

He did go away into the mountain for forty 
days and they thought he was lost. The people 
wanted to worship a god, so they went back to their 
old idolatry. How could they make an idol in the 
wilderness ? 



MOSES, THE LAWGIVER 79 

But Moses was not lost. How would he feel 
when he came down from the mountain and saw 
the people dancing about their idol? 

What do you think God would say to Moses 
about it? 

Would Moses forgive the people? 

What would he say to God about the people? 

We learn that the people were so rebellious 
that they were obliged to wander about in the wil- 
derness for forty years. The old people all died 
and their children succeeded them. 

Would Moses be very old at the end of that 
time? 

Was he the kind of man by that time to lead 
the people into the promised land? 

If Moses found that a younger man was to be 
chosen for the leader, do you think he would be 
jealous? 

When the old leader made his last speech, just 
before his death, what do you think he would say 
to the people about their prospects in the promised 
land? 

What would he say to the new leader who 
was to succeed him? 

If you look at the map of Canaan and find 
Mount Pisgah just east of the Dead Sea, you will 
see how a man standing on its high crest could 
look far over the land of Canaan. He could see 
before him the hill country of what later was 
called Judah. , How would he feel about the land 



8o HEROES OF ISRAEL 

which was to belong to his people, but which he 
himself was never to enter? 

He died in the mountain and Israel made a 
solemn mourning for him. When they looked 
back upon the great leadership of Moses, what 
would his people think of him? 

Summary 

The great unselfish leadership of Moses can be 
very satisfactorily developed from a class that has 
studied the preceding lessons. They will be able 
to appreciate the sacrifice and heroism of the man 
who refused to be daunted by any danger, and 
could not lose his love even for a people that re- 
belled against him. 

Written Review 

The little drawing exercise that is asked for 
should be carefully explained and an effort made 
to encourage the students to do the work neatly. 

Preparation for the Next Lesson 
Explain that we have been studying five men 
and that we shall now spend a lesson in making 
them very familiar to us. The first man was he 
who went west as God directed him; the second 
was his obedient son; the third was the man who 
tried to right an old wrong; the fourth was the 
man who was faithful and who forgave; the fifth 
was the man who made the nation. Explain that 
chap, xiii shows the students how to prepare for 
the review. There are thirteen paragraphs. Para- 



MOSES, THE LAWGIVER 8i 

graph 128 is introductory. Paragraph 129 refers 
back to paragraphs 5-7, which the students will 
find on p. 7, and to §2 of the text, which is on p. 3. 
They should first read the section of the text and 
then recall what is discussed in the paragraphs; 
then they should recall the lessons. So they should 
go through each paragraph. They will thus make 
a complete review of the lessons that have been 
studied. 



REVIEW 

XIII. The Heroes of Israel's Wanderings 



XIII. REVIEW: THE HEROES OF 
ISRAEL'S WANDERINGS 

Aim of the Lesson 

To see how these heroes exhibit certain quaHties 
of greatness. 

Suggestions for Teaching 

It will not be advisable to follow the review as 
given in the student's book. But if the pupils 
have done their work in preparation an interesting 
and valuable discussion may be based upon it. In 
recalling the incidents that have been studied the 
teacher should be very careful that no time is 
spent upon details. A few brief vivid words of 
description from the students will be sufficient. 

THE POINT OF CONTACT 

In a class of boys, ask if they have known 
many boys who were at the same time the best 
scholars in the school, the best athletes in every 
sport, and the best fellows in every way. They 
will see that no one person has all the best qualities. 
A similar question may be asked of a class of girls. 
Then ask if we have had many men in American 
life who have combined all the qualities of great- 
ness. Thus lead them to see that these Hebrew 
heroes do not each present us with an ideal of 
manhood, but each shows some mark of greatness. 
It was for this reason that they were remembered 
and that their stories were told. 

85 



86 HEROES OF ISRAEL 

Faith. — Ask the students what they suppose 
Abraham would have thought when he came to the 
Westland if he could have seen the thousands of his 
people who came centuries afterward to that same 
land under the leadership of Moses. What would 
the Pilgrim Fathers think if they could see 
America's millions today? Show that it is a 
quality of greatness to be able to believe in a 
glorious future, and to go forth in the way of duty 
expecting God's blessing. That is why Abraham 
is called 'The Father of the Faithful." 

Magnanimity, — Tell the class that some people 
have a great deal of faith in the good future, but 
they want to keep it all for themselves. They are 
selfish. Draw out from the students the story of 
Abraham's generosity, and show that this is a 
quality of greatness. 

Teachableness. — A magnanimous man means 
one with a big heart. It is a very diflferent thing 
to have the "big head." Some strong, vigorous 
people are so self-sufficient that they cannot be 
taught anything. Let the students tell briefly how 
Abraham learned from God that he should not 
sacrifice his son. Thus we find in him the great 
quality of teachableness. 

Repentance. — Some of these old heroes did 
wrong. Ask the class what is the proper thing to 
do in circumstances similar to those with which 
our heroes were confronted. Let them tell briefly 
the story of Jacob's early deceits, of his repentance, 
and of his attempt in later life to right his wrong. 



HEROES OF ISRAEL'S WANDERINGS 87 

Faithfulness. — For the most part these heroes 
could live their large lives in working out their 
own plans. But when we come to Joseph we find 
a boy who has to be a hero as a slave and as a 
prisoner. Let the class tell the facts very briefly. 
Draw out from them the nobility of faithfulness in 
duty whether it seems to pay or not. This is a 
great hero quality. 

Forgiveness. — This is another aspect of mag- 
nanimity. The class will readily recall this great 
trait of Joseph. Be sure that they see that it is 
heroic to forgive. 

Unselfishness. — Sometimes we get a chance to 
choose w^hether we will go with those who need us 
or with those from whom we can get something. 
The hero chooses to be unselfish. With a few 
questions about Moses' early life, his adoption by 
the Egyptians, and his defense of his own people, 
bring out his unselfishness in taking his place with 
the despised Hebrews. 

Courage. — We all understand that courage is 
heroic. Let the students tell of Moses' courage in 
confronting Pharaoh. 

Leadership. — The hero must be able to do 
things. The class will rapidly rehearse the great 
deliverance brought about by Moses, and his lead- 
ership of Israel into a national life. 

Summary 

These nine qualities are truly heroic. We find 
them here in different men, but we may all of us 



88 HEROES OF ISRAEL 

have them all. Boys and girls may have them all. 
Jesus had all these qualities except repentance, 
which he did not need. He believed God; he felt 
that it was more blessed to give than to receive; 
he was meek and lowly of heart; he went about 
doing good; he said "Father, forgive them, for 
they know not what they do"; he ate with pub- 
licans and sinners^ he went up to Jerusalem to die ; 
he said, "Follow me,'' and he has led the world in 
its advance. 



WAR HEROES 

XIV. Joshua and Caleb 
XV. Gideon^ THE Warrior 
XVI. Samson, the Strong Man 



XIV. JOSHUA AND CALEB 

References: 

Tristram, pp. 137-38. 

Dictionary of the Bible, articles "Joshua," "Caleb," 

"Negeb" (the South), "Giant," "Wilderness." 
Biblical World, August, 1907, pp. 123-26; September, 

pp. 202-7, 213-24. 

Aim of the Lesson 
To show the heroism of meeting the tasks of 
life without being afraid of their difficulties. 

Essence of the Story 
Moses and his people reached the southern 
border of Canaan. He sent scouts to find out the 
condition of the land. They reported that it was 
a good land, but dangerous. The liberated slaves 
were in no mood to attack a warlike people. 
Joshua and Caleb presented a minority report and 
advised that the land could be conquered. The 
people rebelled and were sentenced to spend their 
lives for that whole generation in the wilderness. 
At the end of forty years Moses brought them to 
the borders of the land, handed over his office to 
Joshua, and died. The new leader led the people 
to a triumphant conquest. When the rewards were 
distributed, Caleb, the grand old warrior, asked 
for the very land to be given him which the scouts 
had declared to be most dangerous. 

91 



92 HEROES OF ISRAEL 

Suggestions for Teaching 

We may follow again the Development Method 
and bring out this significant story by the following 
questions : 

When the children of Israel escaped from 
Egypt what was the great expectation of their 
future ? 

What was meant by the promised land ? 

What memories had come down about Canaan? 

How did the Israelites happen to be in Egypt? 
Here is a good opportunity for brief review. 

After the escape from the Red Sea, why did 
Moses conduct them to Mount Sinai instead of to 
Canaan ? 

What rebellious act of the people at Mount 
Sinai almost spoiled the whole plan? 

Did the Lord give them up after their sin? 

At this point let the map at the beginning of 
the book be consulted that the students may see the 
approach from Sinai to the region known as the 
South, or better, let a rough map be drawn upon 
the blackboard. Explain that the Israelites went 
on from Sinai toward Canaan. 

Had any of them ever been in Canaan? 

If you were general of an army what would 
be one of the first things you would do before 
entering the enemy's country? 

What would Moses probably do as he came to 
the southern border of Canaan? 

Why should he not trust in the Lord instead of 
making preparations? 



JOSHUA AND CALEB 93 

What facts would they need to know about the 
land? This question may be answered by refer- 
ences to the army which they would be likely to 
encounter. Another question may be necessary in 
order to bring out in addition the fertile character 
of the land. For example: The people are going 
into the land to live; what, therefore, must they 
find out about it? At this point let the teacher 
read very carefully the commission given by Moses 
to the spies. 

If you were going to send spies, how many 
would you send? 

We learn that Moses sent twelve. Why was 
that? 

Why should there be one from each tribe ? One 
of this committee of scouts was the young man 
who had been in the mountain with Moses. What 
was his name? The other was named Caleb. Let 
us remember these two. 

What was it that Moses asked the men to bring 
back? 

We learn that they brought back a cluster of 
grapes which two men carried. Why did two men 
carry it? 

What does that indicate about the land? 

When the spies came back they were not agreed 
in their report. Why would that be ? 

If they brought the huge cluster of grapes, 
would they agree about the value of the land? 

About what then would they disagree? 

They had found the inhabitants very warlike. 



94 HEROES OF ISRAEL 

There was a tall race of men whom they called 
giants. Ten of the spies reported that it was too 
dangerous. But Caleb and Joshua had a different 
idea. What did they report? Bring Caleb to the 
front. He had seen everything, but was not afraid. 
To the man of faith and courage difficulties grow 
smaller as he thinks of them; to the coward they 
increase. 

Which of the two reports would the children 
of Israel be likely to accept? 

Why would they be afraid? 

If they would not go into the land what would 
become of their hopes ? 

What future was open to them? 

Where could they go? 

They were willing to get a new leader and go 
back to Egypt to be slaves. What do you think 
of that? 

What do you think the three heroes thought of 
it? At this point let the students open the books 
and let the advice of the heroes be read. It will 
be well that some of these fine passages be very 
carefully noted. 

What do you think the Lord would have to say 
about the rebellion? 

Would he compel them to go in? 

Would he say, "If you are not willing to fight 
I will give it to you without a struggle" ? 

Let the teacher develop the thought that the 
athlete must struggle and the scholar must work. 
This is the only way victory ever comes. 



JOSHUA AND CALEB 95 

God had helped them in Egypt, had brought 
them to the land, had shown them its wealth : what 
did he expect of them? Let the teacher explain, 
unless the students remember the facts, that the 
Lord sentenced the people to remain in the wilder- 
ness until that generation was dead. At last, after 
forty years, Moses brought them to the eastern 
borders of Canaan. Make clear by use of the map 
that the approach is not being made as before 
from the south, but from the east, the plan being to 
cross the Jordan opposite Jericho. Let the stu- 
dents again find Mount Nebo upon the map of 
Canaan. Then ask the question, ''Why was it 
necessary for Moses to give up the leadership?'' 
There is good opportunity for a review here. 

What did he tell the people in his last speech? 

Who was ready to be his successor? 

What happened to Moses? 

Would the new generation of young men, 
trained in the wilderness under their great leaders, 
be more likely to conquer Canaan than their 
fathers who had been slaves? 

When Joshua led the people across the Jordan 
into Canaan what happened? 

There were great campaigns and at last the 
land was subdued. We do not go into the details of 
the conquest, except to note that Joshua was strong 
and very courageous and had great success as had 
been promised him. After the national campaign 
each tribe had to make good the conquest of its 
own inheritance. The land was divided up among 



96 HEROES OF ISRAEL 

the people. What part do you think the old hero, 
Caleb, would want. 

What do you think of a man who wants the 
hardest place? 

Summary 

There are always difficulties in the way of great 
achievement. Every good land has giants. Moses 
might have said that it was useless to go alone 
against the great Pharaoh, Luther that he could 
not stand against the pope and the emperor, the 
Pilgrims that they could not cross the sea to the 
wild land of the dangerous savages, Washington 
that a few colonies could not gain their independ- 
ence from the greatest of the empires. Brave 
souls are always ready to meet difficulties. Sug- 
gest to the students that they ask their parents 
what difficulties they have been obliged to meet and 
to conquer in their lives. 

Written Review 

It is not desired, of course, to encourage the 
students to make a record of their own virtues, 
but if they will make note of the difficulties that 
come up in a single week, and see how bravery 
can overcome them, they will get the meaning of 
this fine story without any danger of vanity. Their 
judgment upon Caleb and Joshua will really be a 
self -judgment. 



JOSHUA AND CALEB 97 

Preparation for the Next Lesson 

Joshua and Caleb had at least the encourage- 
ment of each other's faith and of the support of 
Moses the great leader. Ask the students what 
they would think of a leader who was willing to 
lead his people when everybody was discouraged? 
We have the story of such a one in the next lesson. 



XV. GIDEON, THE WARRIOR 

References: 

Tristram, p. 125. 

Price, p. 130. 

Dictionary of the Bible, articles "Gideon," "Midian- 

ites." 
Biblical World, October; 1907, pp. 266-74, 279-82. 

Aim of the Lesson 

To show that the hero is the man whom God 
can call when all others are discouraged. 

Essence of the Story 
After the brilliant campaigns of Joshua, the 
Canaanites recovered largely from the first shock 
and made the settlement of the Hebrews exceed- 
ingly difficult. In addition to that, the Hebrews 
lost their unity and each tribe lived its own life. 
They were constantly subject to invasions from 
marauding bands who took away the result of all 
their labors. One man thinking on the unhappy 
state of his people was definitely called to be their 
deliverer. Wonderful signs were given him. He 
gathered the people together, sent home all that 
were afraid, reduced his army to a picked band, 
and by stratagem overthrew the enemy. He was 
acclaimed by all Israel as their champion. 

Suggestions for Teaching 

The story may be developed in something like 
the following manner: 

98 



GIDEON, THE WARRIOR 99 

We shall see how the people became greatly 
troubled in the new land and how one of the war 
heroes saved them. 

Why did the Hebrews want this good land? 

Do you know any other people who have 
wanted a new land where they could live peaceably 
and worship God after their own fashion? The 
students will be likely to see the parallel with the 
Pilgrims. What would be one of the first things 
to do after the land was conquered ? 

When they had cultivated their fields and gath- 
ered in their crops, what would they do with the 
grain? These people were not merchants so 
they would store it in their granaries. 

How is it that the grain of our farmers is safe 
when they put it in their granaries? 

Did the early settlers in America always find 
that their grain was safe? 

What are the dangers in a country where there 
is no strong government? 

In Palestine there were roving bands of fierce 
warriors who never worked themselves, but lived 
on what they could steal from others. What would 
they be likely to do to the Hebrews? 

Our story is about a young hero who was 
greatly troubled by this condition. He was en- 
gaged in threshing his father's wheat. If you 
look on p. 179 you will see a picture of the way in 
which wheat was threshed in an open place. Why 
would that have been dangerous in this case? 



lOO HEROES OF ISRAEL 

Gideon went into a secret place to thresh his 
wheat. What would he be thinking about ? 

Do you know of any other people who had to 
be careful because of their enemies? Be sure that 
the students make the parallel with the colonists 
and the Indians. 

Gideon, the strong young man, was thinking, 
''Why do we have to be oppressed? Is there no 
way to get out of it?'' In these old stories, how 
is the voice of conscience always expressed? 
Refer to Note E. 

What would the Lord say to Gideon? 

Gideon was surprised that he should be chosen 
to be the leader. He received some wonderful 
signs to convince him. There is a very interesting 
story of the way in which he prepared his warriors 
for the contest. How do we choose our athletes? 

How would Gideon choose a small body of men 
whom he wanted for a hard service? Let the 
teacher draw from the students the story of 
Gideon's visit to the camp, of the dreams, of the 
trumpets, torches, and pitchers, of the victory and 
pursuit. 

After it was all over what reward did the 
people give him ? 

Why did he refuse to be their king? 

We find unfortunately a weak spot in this hero. 
What did he do with the gold and silver that they 
gave him? 

How was Gideon a great man? Let the stu- 
dents appreciate his willingness to lead in what 
seemed a hopeless endeavor. 



GIDEON, THE WARRIOR lOl 

Were any of the other heroes of Israel of the 
same spirit as Gideon? This will afford oppor- 
tunity to recall Closes going before Pharaoh, Caleb 
and Joshua encouraging the people. 

Do you know of any other great men in history 
who have been willing to stand alone for a great 
cause ? 

Do you know of any men whom you have heard 
of who have been willing to stand alone? There 
are often local instances very suggestive. 

True courage is shown when you are ready to 
do what you know is right. 

Many boys and girls show the white feather 
when it comes to a moral question. Is there any 
way to be a hero at school? 

Written Review 

Gideon's courage is so constantly exemplified 
in the simple heroism of boys and girls who take 
a stand against some wrong practice, or of public 
men who lead against some abuse, that the students 
may well be encouraged to look for some example 
of it. It will help them to see in what heroism 
consists. 

Preparation for the Next Lesson 

Gideon led an army against the enemy. What 
would you think of a man who fought against 
them single-handed? The Hebrews had a story of 
one of their heroes who did that. We study about 
him next time. Read the story carefully and see 
what you think of him. 



XVL SAMSON, THE STRONG MAN 

References: 

Tristram, pp. 28-29. 

Price, pp. 130-31. 

Dictionary of the Bible, articles "Samson," "Nazirite," 

^Thilistines." 
Biblical World, October, 1907, pp. 2^^-^^. 

Aim of the Lesson 

To show that real strength is moral, not mus- 
cular only. 

Essence of the Story 

The Hebrews continued to be brought into 
great distress by their oppressors. There appeared 
a man of extraordinary strength who was able in 
single combat to destroy large numbers of the 
enemy. Great tales were told of his exploits, and 
so dear to the people was the memory of one who 
had inflicted great damage upon their enemies that 
he became a hero in their traditions. But he was 
the slave of his passions. He could conquer others, 
but could not conquer himself. He fell in love 
with women of the Philistine enemies much to his 
own hurt. The last of these women, utterly dis- 
loyal at heart, betrayed him into the hands of his 
foes. They were delighted to bring him to shame 
and ruin. At last there came an opportunity for 
a final act of vengeance, and Samson died in a 
common destruction with his enemies. 

102 



SAMSON, THE STRONG MAN 103 

EXPLANATORY NOTE 
Note K. The Philistines. — It would be well to under- 
stand rather clearly about these enemies, for they will 
meet us in a number of stories. They were a vigorous 
people living in the western lowland near the sea. On 
the map of Canaan there are marked the two cities of 
Gaza and Gath. They had a number of other cities also. 
They were a warlike race, well organized. They were 
probably not of Semitic origin, and perhaps especially 
for that reason were opposed to the Hebrews. They 
inflicted great damage upon them, depriving them of 
their wealth, and keeping them in pitiful subjection. 

Suggestions for Teaching 

THE POINT OF CONTACT 

163. Everyone is interested in a strong man. 
The students v^ill be able to tell of the heroes of 
other nations and will probably know some local 
heroes whose physical prowess has given them 
renown. 

164. The promised child. — Simply call atten- 
tion to the peculiar practice of consecrating boys 
by forbidding them any wine, and by refraining 
from cutting their hair. 

16 j. The adventure with the lion. — Point out 
how unfortunate it was that Samson should wish 
to marry a Philistine woman. Let the two visits 
be briefly described. 

166. The bet on the riddle. — Explain that it 
was expected that Samson should provide the wed- 
ding feast and that it was a custom for some 
games to be prepared. The riddle was intended 



I04 HEROES OF ISRAEL 

to amuse the guests. It turned out, however, to be 
a tragedy. 

i6y. The disloyal wife. — The brutality of the 
brothers and the disloyalty of the woman show 
the misfortune of the marriage. 

i68. The foxes. — Let the adventure be vividly 
described. Let the students feel what a rude time 
it was for such savage vengeance to be taken. 

169. The slaughter of the Philistines. — When 
the students enjoy a story they do not mind how 
big it is. It may be well, however, to suggest that 
the slaughter of the one thousand men by one man 
is a sign of the interest of the people in their hero. 

lyo. The gates of Gaza. — This may be dealt 
with very briefly. 

lyi. Samson's weakness. — The strong man was 
not really strong. The young students will not 
quite understand the character of Samson's sin, 
and it is better that it should not be too minutely 
explained. They can see that he was weak in 
being unable to resist the woman's entreaties. 

172. Playing with temptation. — Samson thought 
that he was strong enough to make a jest of the 
matter. No man is strong enough to play with 
temptation. 

7/ J. The hero vanquished. — The students will 
readily see the sad meaning of this section. 

77^. The last victory. — Let there be vivid de- 
scription of the crowd of eager Philistines desiring 
to make fun of their blind slave. But Samson had 
grown serious. He had turned to the Lord for 



SAMSON, THE STRONG MAN 105 

help. The growth of his hair was a sign of the 
coming back of his strength. His last victory was 
the greatest of his life, yet it was a sad one after 
all. 

775. The question of greatness, — Let the class 
discuss this freely. 

Summary 

History is full of the stories of strong men 
who could not conquer themselves. The students 
may be able to supply many instances : conquerors 
like Alexander, men of genius like Edgar Allen 
Poe, and athletes whom they have known. We 
ought to be able from these to get a real notion of 
what moral strength is. 

Written Review 

The debate had better be held at an extra 
meeting of the class. It would offer a good oppor- 
tunity for a social evening. Or perhaps, if the 
class is ' well up with its work, a regular meeting 
could be used for it. Let the class be divided into 
two parts for the opposite sides of the question. 
Urge them to read over the story carefully and 
pick out every point for or against Samson as a 
hero. The teacher in summing up the debate may 
point out that he is entitled to be regarded as a 
popular hero because of the interest in his exploits, 
but that he was not a great man. True greatness 
is not physical but moral. 



lo6 HEROES OF ISRAEL 

Preparation for the Next Lesson 

Ask the class what is a real heroine. Ask them 
to name some heroines. Explain that we have so 
far studied only the men of Israel. Our next lesson 
will be concerned with a woman whom the Israel- 
ites held in high honor. 



A HEROINE 

XVII. Ruth, the Foreigner 



XVII. RUTH, THE FOREIGNER 

References: 

Tristram, pp. 120-26, 222,-2^. 

Dictionary of the Bible, articles "Marriage" (4. Levi- 
rate Marriage), "Agriculture" (§3), "Gleaning." 
Biblical World, November, 1907, pp. 2>^i-62,. 

Aim of the Lesson 

To show the heroism of loyalty in simple family 
duty. 

Essence of the Story 

A Hebrew under necessity took his family to 
Moab. There his sons married foreigners. The 
three men died and the three widows were left. 
There was such a tender love between the mother- 
in-law and the daughters-in-law that the younger 
women wanted to go back to the home in Israel. 
One of them was persuaded to remain with her 
people, but the other, devoted to her mother-in- 
law, returned with her. The love between these 
two women developed itself in mutual kindness 
and consideration, and ended in a happy prosperity. 

Suggestions for Teaching 

Occasionally for variety the story may be told 
to the class by the teacher. It is a good exercise 
for the teacher in picturesque narration and may 
show the class the beauty and power of these 
stories as they may not realize it by their reading. 

109 



no HEROES OF ISRAEL 

The story of Ruth is a particularly good one for 
this purpose. Announce that you are going to tell 
the story and that if you leave out any point the 
students are to supply it, or if there is anything 
they do not understand they are to ask about it. 

In your preparation, study the lesson with great 
care from the student's book, where most of the 
necessary explanations are given. Look up any 
points that are obscure in the Dictionary of the 
Bible. Practice giving a vivid description so that 
you can tell the story with interest and dramatic 
movement without looking at the book. 

Notice that the story has six divisions : an intro- 
duction, four principal parts, and a conclusion. 
By fixing these clearly in mind you will be able to 
tell the story effectively. 

Introduction: (§5j) The catastrophe. — Briefly 
present the facts of the accumulated calamity. 

Part I: (§5^) On the road from Moab, — The 
first scene of the story is on the road from Moab 
when the mother-in-law is seeking to send her two 
daughters-in-law back to their homes. There was 
only one prospect for women in those days, and 
that was marriage ; so she thought it best for them 
to return. Orpah agreed, but Ruth would not 
leave Naomi. If you cannot give it from memory, 
read impressively to the class the beautiful speech 
of Ruth. 

The arrival in Bethlehem was an event for the 
village. Bring out the changed appearance of the 
woman, who had been away ten years and had 



RUTH, THE FOREIGNER III 

suffered great sorrow. Show that the two women 
found a simple lodging in their new home. 

Part II: (§55) /^ the barley field. — Describe 
vividly the field of grain, the women cutting it with 
their sickles, the men gathering it in sheaves, the 
gleaners darting here and there for a stray stalk. 
Tell of the arrival of Boaz, his kindly courtesy to 
Ruth, the unexpected generosity of his invitation 
to the luncheon, and his plan for Ruth's success as 
a gleaner. 

Blessed is a little where love is, and these two 
women were happy in humble prosperity. 

Part III: (§5(5) At the threshing-floor, — With 
the aid of the picture describe carefully the method 
of threshing. It was followed by a harvest feast. 
Show that Naomi's plan was to give Boaz an op- 
portunity of deciding privately whether he wished 
to act the kinsman's part for Ruth. His apprecia- 
tion of her conduct shows the propriety of her 
course. 

Part IV: (§5/^) At the city gate, — See Note 
T for a discussion of the transaction of business 
at the city gate. This would be the place where 
Boaz would wait, knowing that the other kinsman 
would pass by. Describe with interest and vivacity 
the meeting of the two men, the appointment of 
the witnesses, the legal transaction, the passing of 
the shoe, the agreement of the marriage for Ruth, 
and the congratulations of the people. 

Conclusion: {%57B) The happy marriage, — A 
love story always ends with a birthday. The people 



112 HEROES OF ISRAEL 

congratulated Naomi because she was not to be 
left without one who should be known as the de- 
scendant of her dead husband. Because this son 
that was born was the grandfather of the great 
David, the name of Ruth was ever remembered in 
Israel. 

Summary 

Ruth was written among the heroes because she 
became the ancestress of the line of David, but her 
real heroism was in her sacrifice of the opportuni- 
ties of her own land that she might stay with the 
lonely Naomi and make her happy. There was a 
young woman whose mother died leaving a large 
family. A wealthy aunt offered to take the girl, 
give her a college education, and send her abroad; 
but she felt it her duty to stay at home and care 
for her father and the little brothers and sisters. 
Few know her by name, but she was a heroine. 
Ruth did her simple duty and became greatly 
honored. Nobody can choose to be great, but we 
can all choose to be faithful. 

Written Review 

The preceding will be a natural preparation for 
suggestion upon the review. Encourage the stu- 
dents to find out about some such beautiful life of 
love. They can surely do so, for there are such 
noble women all about us. Inspire them to write 
the little story. 



RUTH, THE FOREIGNER 113 

Preparation for the Next Lesson 

We have studied about a woman who became a 
heroine. Our next lesson is concerned with a boy, 
just the age of the students of this class. Suggest 
that we shall want to see how he found a place as 
one of the heroes. 



THE FOUNDERS OF THE KINGDOM 

XVIII. Samuel and Eli 
XrX. Samuel and Saul 
XX. Jonathan's Victory 



XVIII. SAMUEL AND ELI 

References: 

Tristram, pp. 163-64, 182-85. 

Dictionary of the Bible, articles "Samuel," "Eli," 

"Ark," "Hophni and Phinehas." 
Biblical World, November, 1907, pp. Z^2>-^6. 

Aim of the Lesson 

To show the contrast afforded by the weakness 
of Eli, the wickedness of his sons, and the faith- 
fulness of Samuel who heard the call of Grod. 

Essence of the Story 
In the unsettled condition before the kingdom 
was established the priests were the principal 
officials, the oldest being at their head. Eli was an 
earnest and devoted man, but his sons who were 
associated with him in the office were tyrannical 
and profligate. A mother who had despaired of 
having children was rejoiced by the birth of a son. 
She dedicated him to the service of the Lord and 
brought him to be trained by Eli. The boy had the 
advantage of the religious instruction of the good 
old priest. Although nobody realized it, he was 
really being prepared to be Eli's successor in the 
office of judge. A wonderful call came to him in 
his early boyhood, revealing to him the doom of 
Eli's house. The old man learned of it and humbly 
submitted. The punishment soon came in the 
defeat of Israel by the Philistines, the loss of the 

117 



Il8 HEROES OF ISRAEL 

sacred ark, and the death of the old priest. So a 
good man made a failure through weakness, but 
Samuel was being prepared for leadership. 

EXPLANATORY NOTES 

Note L. The priests. — The priesthood at this early 
time was not as elaborate as it became in later years. It 
was, however, a very important office. The people were 
required to offer sacrifices in connection with many great 
events, but this could only be done with the help of the 
priests. The office was hereditary, so that men became 
priests without necessarily any realization of the signifi- 
cance of the high calling. Their remuneration was a 
system of fees largely composed of certain parts of the 
sacrifice. In the case of men who regarded the office as 
a mere profession there was very often gross misconduct. 

Note M. The ark. — The people of Israel attached 
great importance to a sacred box in which they kept 
various holy things. A copy of the law was put into it. 
It was kept in the temple in the most holy place. It was 
regarded as a symbol of the presence of God. It had 
been carried before the children of Israel in the wilder- 
ness and the exultant cry that was raised when the ark 
was lifted on the shoulders of the priests is recorded for 
us in Ps. 68: 1. It was natural, therefore, that it should 
be carried into battle at the head of the army. 

Suggestions for Teaching 

THE POINT OF CONTACT 

Announce to the class that we are going to see 
how a boy, who became one of the greatest of the 
heroes, heard the call of God. Several of the 
heroes of whom we have already studied heard a 



SAMUEL AND ELI II9 

wonderful call. Ask who remembers the call of 
Abraham, of Moses, of Gideon. We shall see first 
how the boy was born. 

790. Hannah's prayer, — The important point is 
the longing of the woman for a child. 

ipi, Eli's encouragement. — Bring out the facts 
briefly. Show the kindness of the old priest. 

ip2. The promised child, — By questions bring 
out the similarity of the birth and dedication of 
Samson. But explain that Samuel was to be a 
very different hero. Ask how a mother could give 
her child to the Lord. Let the students see that 
while the mother can dedicate, he must give him- 
self when he grows older. Tell them that we 
shall see how Samuel gave himself. 

ip^. The wicked priests, — Study the matter 
carefully until you understand what the priests 
actually did. Explain to the class their tyrannical 
conduct. 

ip4, Eli's weakness. — The good old man was 
troubled, but he took no serious measures. He had 
the authority to remove his sons from office and 
he should have done so, but he did not like to do 
anything harsh. Of course he had been too indul- 
gent when they were children. Ask the students 
if it is not a good thing to have parents who kindly 
but firmly insist on our doing right. 

ip^. The growth of Samuel, — Show that the 
boy was growing up, learning his duties, enjoying 
the instruction of the old priest, and keeping happily 
in touch with his parents. Ask the class what kind 



I20 HEROES OF ISRAEL 

of a boy he was. Note that the words used of him 
are very similar to those in Luke 2 : 52. 

ip6, Samuel's knowledge of the Lord. — If 
great care is exercised by the teacher at this point 
a profound spiritual impression may be made. 
The age of the students is just that at which the 
first simple religious awakening is likely to come. 
Note that ''Samuel did not yet know the Lord." 
He had of course been religiously instructed, as 
our children have been, but he had not come into 
the time of definite religious realization. He was 
to have a new^ sense that God wanted him to be his 
servant. Let the students see that, while the 
dreams of Joseph, the call of Samuel, the voices 
of Joan of Arc seem peculiar, they are really the 
same as God's voice to us. If the boys and girls 
will listen they will hear such calls in their own 
hearts. Draw them out carefully on this subject. 

ip/. The doom of Eli's house. — Samuel had 
seen the evil conduct of the priests and now he 
was to understand that punishment was to come. 
Perhaps the young boy could see that Eli was really 
responsible. 

ig8. Eli's submission, — The poor old man was 
submissive to the will of God, but he would have 
shown a better loyalty if he had purified the sacred 
offices. Let the students see that it is not enough 
to mean well. One must be strong and effective. 

ipp. The Philistines. — These are the same 
enemies whom Samson fought. See Note K. God 
would not help Israel just because the ask was 



SAMUEL AND ELI 1 21 

there. He can only be with those who are doing 
right. It was mockery for the wicked priests to 
carry it. 

200, The catastrophe. — This story is very vigor- 
ous. Let the students bring out the points. The 
Philistines really made a fine speech. Let it be 
read with spirit in the class. But God was not 
with the Hebrews, and the day was lost. 

201. Eli's hitter grief. — Let the student feel 
the pathos of the old man, nearly one hundred 
years of age, waiting for the news; his intense 
anxiety for the ark that had been his sacred trust 
all his life; the tragic end. Draw out from the 
students their opinion of Eli. Ask them what hope 
there is for Israel when its leaders are thus dead. 
Let them see that the young man full of strength 
and courage is growing up. 

Summary 

God needs strong men to do his work. The 
world is full of well-disposed people who are not 
strong and effective. The great tasks can never 
be done by men like Eli. They can only weep over 
the sins of the world. The hope of the future is 
in the Samuels, youths who have heard the call of 
God and who are getting ready to do great deeds. 
The boys and girls ought to feel the longing to do 
a great work in the world, and they ought to feel 
that it can only be done in obedience to the Lord. 
It will be well to draw from the class other 
examples in history of those who have prepared 
themselves like Samuel for their task. 



122 HEROES OF ISRAEL 

Written Review 

This lesson may offer a good opportunity for 
the teacher to approach a Httle closer to the matter 
of personal religion. The students will be able to 
see that Samuel was ready for a larger responsi- 
bility at just about their age. Whatever may be 
the custom of the church — confirmation, or recep- 
tion, or baptism — may be talked of in a perfectly 
natural way, and the students urged to think of it 
and to write their thoughts. 

Preparation for the Next Lesson 

In the next lesson we are going to see how the 
boy who gave himself to God became a noble man, 
and was the means of choosing the king to save 
Israel. 



XIX. SAMUEL AND SAUL 

References: 

Tristram, pp. 33-35- 

Dictionary of the Bible, articles "Samuel," "Saul," 
"Anointing." 

Aim of the Lesson 

To show how Samuel was wilHng to give up his 
high office and how the Lord prepared Saul to hear 
his summons to the kingship. 

Essence of the Story 
Samuel served during a long life as a judge in 
Israel. He did his best to meet all the needs of 
the nation, but he finally realized that a different 
kind of man was needed. He had never been able 
to subdue the Philistines, and Israel was greatly 
troubled by these enemies. It was evident to 
Samuel that the people must be united into one 
nation and that a king should be chosen for that 
purpose. Israel had up to this time had no formal 
government, each tribe looking out for itself, and 
had not been ready for the central authority of 
the kingship, but Samuel determined that the time 
had come for this development. His fellowship 
with God lead him to find the king. One day at 
a great feast a tall, noble man from the tribe of 
Benjamin called upon Samuel to seek his help in 
the simple matter of finding some asses that had 
strayed. Samuel knew that this was the man for 

123 



124 HEROES OF ISRAEL 

the high office. He brought him to the feast, put 
him in the place of honor, and talked with him 
earnestly that night of the need of the nation. The 
next day he solemnly anointed him, gave him assur- 
ances that he was the man chosen of God, and 
bade him go home and wait until some opportunity 
should arise for him to take the leadership. The 
opportunity soon came. .The Ammonites, enemies 
on the eastern border, besieged the town of Jabesh- 
Gilead which belonged to Israel. The people sent 
to their countrymen for help. There seemed no 
way for the scattered Israelites to unite in such an 
undertaking, but Saul heard the message, issued 
his heroic summons to all the tribes, gathered an 
army, and smote the Ammonites with great slaugh- 
ter. He was the warrior that was needed to save 
Israel and was triumphantly crowned as king. 

Suggestions for Teaching 

THE POINT OF CONTACT 

It may be well to proceed from the students' 
knowledge of the need of union on the part of the 
American colonies, and the need of a military leader 
for the Revolutionary War, to a consideration of 
Israel's similar condition. Ask them why Eli, the 
priest, was not able to do what Israel needed. They 
will see that more than a priest was necessary. 
Then explain that Samuel had grown up and had 
been a most useful leader, and teacher, and judge. 
Ask why he had not been able to accomplish the 
liberation of the people from their enemies. They 



SAMUEL AND SAUL 125 

will see that more energetic measures were needed 
than Samuel was able to undertake. Then ask if 
a man like Samuel, who had held the leadership of 
the nation, so far as there was any leadership, 
would be likely to be willing to give it up to a 
younger and more vigorous man. Let them see 
what sacrifice and patriotism would be required for 
such an act. Then tell them that we are going to 
see how the grand old man gladly gave up his 
office, and how a noble man was chosen to be king. 

202. The search for the donkeys. — The intro- 
duction of Saul is very interesting. It is a part of 
the beauty of the story that the man who was to 
be king comes before us in so simple a fashion. 
He is from the smallest of the tribes, but we are 
told at once of his splendid figure, head and 
shoulders over common men. Interest is immedi- 
ately excited as to what will happen. 

^oj. The plan for finding the donkeys. — Saul 
wisely gave up the search which had become use- 
less, but the servant knew about Samuel. On such 
slight circumstances great events turn. It is not 
considered propriety in the East to approach a 
great man without a present. Let the students tell 
the story rapidly. 

204, The visit to the seer. — Full explanations 
are given in the student's book. The questions 
there asked can be answered from the story. 

205. Samuel's choice. — We are not told much 
of what Samuel was planning. It is evident that 
he had been thinking about the needs of his people 



126 HEROES OF ISRAEL 

and determined that they must have a king. He 
had received a divine intimation that the prayer 
for a right man was to be answered. Imagine his 
exultation when he saw the splendid figure of this 
Benjamite. 

206, Samuel's invitation, — Encourage the stu- 
dents to describe vividly the meeting. Note that 
Saul was a very modest man. He realizes that he 
belongs to a small tribe and to an unimportant 
family in the tribe. He cannot understand Samuel's 
significant hint of greatness. 

207, The chief place for Saul. — Note that this 
modest man is to be more surprised at the unex- 
pected honor done him. He comes into the tov/n a 
stranger and finds himself in the chief place of the 
feast. 

208, The great conference, — Draw a picture 
for the students of the ordinary flat-roofed house 
of the Orient. Help them to imagine the two men 
talking far into the night on the great future of 
Israel. The old man was trying to inspire the 
younger with his vision of what a united Israel 
might become. Note that in the case of Abraham, 
and Moses, and Gideon, and Samuel, we have had 
the story of a divine call — a mysterious voice. Saul 
was being prepared for his great mission in the 
way that is more easily understood by us — a wise 
friend is advising. 

2og. The anointing, — Make much of this dra- 
matic event. There had never been a king of 
Israel. Anointing was a common form of setting 



SAMUEL AND SAUL 127 

a man apart for a great office, so Samuel used the 
same form for the future king. 

210, The last solemn word. — Pass rapidly over 
the signs. They are not important. The last word 
that Samuel spoke was full of significance. He 
could not tell Saul when the office of the kingship 
should begin. He told him to wait until something 
striking occurred. 

211, Saul waiting, — Let the events be rapidly 
narrated. The important point is that Saul 
modestly concealed what had been said to him and 
quietly awaited the development of events. 

212, The terrible news, — Saul did not have long 
to wait. Bring out very clearly with the aid of the 
map the sad condition of the people of Jabesh- 
Gilead and the weakness of the Israelites, which is 
shown by the willingness of the king of Ammon 
to allow them to be summoned to the rescue. He 
did not know that a hero was waiting for some 
great call. 

21^, The hero's decision, — ^When Saul heard 
that his people were in such dire straits did that 
constitute a call? Let the students see that this 
was just as divine as the call that came to Gideon. 
Bring out vigorously the facts of the story. 

214, The king of Israel, — All that Samuel had 
hoped for was accomplished. The people gladly 
crowned the victor as their king. It all seemed 
like a perfectly natural choice, but God's provi- 
dence was in the whole affair. 



128 - HEROES OF ISRAEL 

Summary 

We have two heroes in this story — the great 
man who was wilHng to let another succeed him, 
and the younger man who was wilHng to accept a 
great responsibility. We see the way in which 
God leads men if they are only willing to hear his 
voice. We see how humble duty — Saul's work for 
many years on his father^'s farm — may be a prepa- 
ration for a great task. Let the class tell of other 
instances of simple, faithful men who have been 
called to great positions. 

Written Review 

Point out to the students that we have two 
different men in the lesson showing different noble 
qualities. Urge them to think over the differences 
and to decide which they admire the more, and to 
write carefully the answer. 

Preparation for the Next Lesson 

While the Ammonites were the enemies that 
called forth Saul's first heroism we are very sure 
that the old enemies on the west coast will soon be 
heard from. The question is whether Saul is a 
great enough man to unite his people in the con- 
quest of these old foes. We shall see what hap- 
pened in the next story. 



XX. JONATHAN'S VICTORY 

References: 

Stewart, pp. 101-2, 

Dictionary of the Bible, articles *7oi^athan," "Saul." 

Aim of the Lesson 

To show how a splendid act of courage brought 
a great victory. 

Essence of the Story 

We see more clearly than ever before the power 
of the Philistines, fierce enemies of Israel. They 
had taken possession of strong places all through 
the land. Saul after two years determined to 
strike a blow against these enemies and dislodge 
them from one of their garrisons. The Philistines 
came with a great force to punish him. There 
was no opportunity to unite the Hebrews, who 
fled to various places of refuge from the danger- 
ous assailants. Saul remained with a very small 
force intrenched on the hills. The enemy had 
taken a position opposite to Saul upon a neigh- 
boring hill. We are introduced to Saul's gallant 
son, Jonathan. He determined to strike a blow 
single-handed. He saw that it was only by some 
act of peculiar boldness that anything could be ac- 
complished. He succeeded in striking terror into 
the enemy so that Saul's force was able to come 
and complete their discomfiture. The king in his 
enthusiasm over the victory made an unfortunate 
vow that no one should taste food until the evening. 

129 



I30 HEROES OF ISRAEL 

Jonathan, in ignorance of the vow, broke it. Ac- 
cording to the religious custom of the time he 
ought to have been put to death, but popular enthu- 
siasm triumphed over the custom and Jonathan 
was saved. 

Suggestions for Teaching 

THE POINT OF CONTACT 

215, Ask the students whether they realize 
what a happy and safe time we live in. Suppose 
an army should enter our city and strip us of 
everything that we possess. Suppose the enemy 
should take possession of our principal towns and 
keep us all in subjection. We should feel terribly 
humiliated and discouraged. How highly we 
should esteem a warrior who could save us. Such 
was the condition of Israel. 

216. The Philistine invasion, — Make clear the 
facts that Saul had provoked the invasion and that 
the enemy had come to sweep away the new king- 
dom. Bring out strongly the overwhelming force 
of the Philistines and the small number of Saul's 
army. 

21'/. Jonathan's hold plan, — If the students do 
not know the story of Hobson's sinking the "^Mer- 
rimac,'' tell them the facts as a good illustration 
of Jonathan's deed. Show that it was clear to 
Jonathan that nothing could be gained in open 
battle, so he risked his life on the chance of 
frightening the enemy. 

218. Jonathan's attack, — The facts seem to be 
clear. Of course the Philistines had no thought 



JONATHAN'S VICTORY • 131 

that there were only two men climbing up the 
crag. They expected to be assailed by an army. 

21Q, The general battle, — Let the students see 
clearly that Saul's watchm.an discovered an un- 
usual movement among the Philistines. Saul found 
that Jonathan was missing. He recognized what 
had happened. Meanwhile the attack of the 
Hebrew heroes, a contagious fear among the Phili- 
tines, and some earthquake disturbances that oc- 
curred at the moment, threw the whole Philistine 
camp into confusion. 

220, The vow. — Explain that Saul thought he 
was paying God honor by making the vow, and the 
people realized they must keep it. Jonathan would 
not have broken it if he had known, but he saw 
clearly when the people told him that the vow was 
a mistake. 

221, The altar. — Again we have an old religious 
custom, which, however, has come down to the 
present day. The Jews are greatly horrified at the 
way in which we eat meat without draining out 
the blood. 

222, The casting of the lot. — This was still an- 
other religious custom. They believed that God 
would point out a guilty man by the lot. Saul 
throughout the whole proceeding was following 
religious duty as he saw it. Students sometimes 
think that Jonathan was cowardly not to confess 
at once. But it was not clear that the trouble had 
arisen from the broken vow. Some other man 
might have done some wrong. It was only when 



132 HEROES OF ISRAEL 

the lot fell on Jonathan that he knew what was the 
matter. 

22^, Jonathan's danger, — ^We admire the young 
hero when we see how willingly he met the charge 
for which he was not responsible. 

224.. The change of the old custom, — Saul was 
still only following duty when he was ready to slay 
his son. But this was~ a case where the people 
were able to see that an old custom was wrong. 
Recall to the students how Abraham learned that 
the custom of human sacrifice was displeasing to 
God. So many old customs that we should think 
very wrong today have gradually been displaced 
as we have advanced in knowledge. 

Stunmary 

The story is a very simple one. It shows us 
Jonathan's valor and his willingness to bear his 
penalty. It shows Saul's endeavor to do right as 
he understood the right. And it shows the triumph 
of popular feeling over a wrong custom. It makes 
us glad that we live in this good day. 

Written Review 
The letter of the armor-bearer may be made 
very effective. The students can readily be led to 
enter into the dramatic representation. 

Preparation for the Next Lesson 
We have come to admire Jonathan. We won- 
der what he would do if a hero should arise who 
could accomplish more than he. Would he be 
magnanimous? We shall see what happened in 
such a case in the next story. 



DAVID 

XXI. David and the Giant 

XXII. The Hero Friends, David and Jonathan 

XXIII. David, the Outlaw 

XXIV. David, the King 

XXV. David and His Rebel Son 



XXI. DAVID AND THE GIANT 

References: 

Tristram, pp. 109-18, 187. 
Price, pp. 132-33. 

Dictionary of the Bible, articles "David" (§1), 
"Samuel," "Goliath," "Armor" (arms, §1). 

Aim of the Lesson 

To show how the qualities of modesty, courage, 
skill, and faith fitted David to be a hero. 

Essence of the Story 
Without going into the details of the failure 
of Saul it is sufficient for our purpose to realize 
that he was a warrior but not a statesman. He 
could unite Israel in a brief campaign but not as a 
nation. His rude, jealous spirit caused him to 
quarrel with Samuel. It became evident that he 
was not the man who could save Israel. Samuel 
is led to find a new king among the sons of Jesse, 
a farmer of Bethlehem. They were called before 
him. The first had something of the fine appear- 
ance of Saul himself, but the prophet felt that he 
must look for nobler qualities. The story is very 
dramatically told as, at last, David the youth is 
unexpectedly chosen. Evidently Samuel, keen 
judge of human nature, saw in David the qualities 
of the future king. The old Philistine enemies had 
never been subdued. They renewed their war with 
Israel, and put forth a gigantic champion who 

135 



136 HEROES OF ISRAEL 

challenged any Israelite to single combat. The 
challenge gave David just the opportunity needed 
for his entrance upon a public career. It is extra- 
ordinary that a stripling should undertake what no 
warrior of the army dared. It is a picture of 
youth's splendid courage. The young man of faith 
believes that what ought to be done can be done. 
God has blessed him in the past, so he feels confi- 
dent of divine help in the great trial. The story 
of the duel is a tale of adventure that every boy 
and girl would love. The boasting giant, the con- 
fident youth, the practiced weapon which the young 
man of the hills understands, the wonderful victory. 
The king is immediately interested in the young 
hero who has wrought such a triumph for Israel. 
He determines that he will keep him as a member 
of his staff. 

There was made that day one of the most 
beautiful friendships recorded for us in literature. 
The king's son and the young victor fell in manly 
love with each other at first sight. Without a trace 
of possible jealousy they pledged a friendship 
which lasted until death. The young hero immedi- 
ately took an important place. He was not only 
successful in war, but so prudent that those who 
might have been jealous of his success became his 
fast friends. 

Suggestions for Teaching 

THE POINT OF CONTACT 

22^. Ask if a good fighter is always a good 
ruler? There is an old proverb, ''He that ruleth 



DAVID AND THE GIANT 137 

his spirit is greater than . . . ." Let the students 
finish the quotation. That is where Saul failed. 
He could lead an army, but he could not organize 
a 'kingdom, and he could not govern his own tem- 
per. We are going to see in this lesson how another 
king was being prepared to take his place. 

226. The choice of David. — Be sure that the 
students feel the significance of this divine direc- 
tion. The dialogue regarding the character of the 
young man was carried on in Samuel's mind. He 
wanted to be very sure this time. He had chosen 
Saul for his fine physical qualities and had been 
disappointed. He was now concerned to learn the 
inner spirit of the man who was to be the new king. 
Note that while Saul was anointed privately, David 
was anointed in the midst of his brethren, and yet 
the significance of the act was probably not clear 
to the bystanders. 

227. The challenger. — This is a fine old story 
and should be thoroughly enjoyed. Do not insist 
upon its historical character too literally. Doubt- 
less there were some very tall men among the 
Philistines. 

228. The arrival of David. — Note the natural- 
ness of the story. Let the students bring out the 
interest of the young man in the challenge, the 
scorn of his older brothers, David's sudden deter- 
mination. Ask them why older brothers never 
think that the youngsters can do anything. 

22^. David before the king. — Note his simple 
narration of his former exploits. Ask the class if 



138 HEROES OF ISRAEL 

this was brag. Show that it was a fine faith and 
courage. It is very interesting that he could not 
use Saul's armor and weapons. A man must use 
his own methods; he cannot imitate another. 

2J0. David's weapon. — Call especial attention 
to the ability which years of practice had given 
David with the sling. He knew that he could rely 
upon that weapon which- he understood. Let the 
description of the meeting be made very dramatic. 

2JI, Bluster and confidence. — Call attention to 
the difference between these two. Let two mem- 
bers of the class take the parts of David and 
Goliath and go through the dialogue. Let the class 
repeat in concert, and learn, ^'Thrice is he armed 
who hath his quarrel just.'' 

2^2. The king's interest. — So far the king has 
felt no jealousy. He has only keen interest in the 
young hero. 

^33' The deathless friendship. — We shall see 
how the beautiful unselfish friendship that was 
formed that day became so strong that no jealousy 
could break it. 

Summary 

It might easily have seemed to David as a boy 
that he had a very commonplace life before him. 
Taking care of the sheep was the humblest work 
and was given to the youngest son. But he did it 
well. He developed a boldness and resourceful- 
ness that more than once saved the flocks from the 
wild beasts. And he used his leisure time for 



DAVID AND THE GIANT 139 

practice with the sling, until he became an expert 
with that weapon. It is the boy who does well 
whatever he has in hand who makes success. Care- 
less boys make commonplace men. The eager boys 
who work well and play well make successful men. 
If we had a story of a heroine instead of a hero 
we would find the same principle would be true 
for successful women. 

Written Review 

Talk over with the class some of the common 
tasks of life. Give some illustrations from your 
experience of successful men and women who 
were prepared by simple faithfulness. Encourage 
them to think of the meaning of home and school 
duties. Arouse an interest in the preparation of 
the notebook statements. 

Preparation for the Next Lesson 

Suppose Saul and Jonathan should find out 
that David was to be the next king, what would 
they do? We shall see in the next lesson how each 
of them behaved about David's continued success. 



XXII. THE HERO FRIENDS, DAVID AND 
JONATHAN 

References: 

Dictionary of the Bihle, articles "Jonathan/' ''David" 
(§i), "Saul." 

Aim of the Lesson 

To show the misery of jealousy and the happi- 
ness of friendship. 

Essence of the Story 
In this story is seen the quick jealousy of Saul 
immediately after David receives the recognition of 
the people. This groves with every increase of his 
popularity. Saul's jealous temperament finds ad- 
ditional ground for suspicion in the affection which 
his son Jonathan manifests for David, and he even 
becomes jealous of his daughter's love for David 
to whom she is married. The king becomes almost 
insane from his morbid suspicions. Again and 
again he seeks to kill his son-in-law. Jonathan 
remains the loyal friend. More than once he ap- 
peals to his father's better nature and David is 
saved. But at last it becomes clear to David him- 
self that there is no escape. He devises a plan to 
determine definitely Saul's attitude toward him. 
He appeals to Jonathan to assist him. The prince, 
although David is really his rival for the throne, 
gladly answers the claim of friendship. When the 
king bluntly declares that David is seeking the 

140 



DAVID AND JONATHAN 141 

throne Jonathan takes his stand with his friend. 
The king quarrels with his son. It is clear that 
David must flee for his life, so the true friends 
part with mutual promises of help. The contrast 
between the jealousy of Saul and the loyal friend- 
ship of Jonathan is beautifully pictured in this 
story. The students ought to feel the wretchedness 
of a jealous disposition and the glory of true 
friendship. 

EXPLANATORY NOTES 

Note N. The feast of the new moon. — In ancient 
Israel the religious ceremonies were generally connected 
with feasts. An animal would be offered to the Lord, 
and then would be eaten by the worshipers. It was cus- 
tomary to hold such a festival at the beginning of each 
month. Very naturally the coming of the new moon was 
their measure of time. 

Note O. Family festivals. — Each family would have 
its own anniversaries very much as we have, and it was 
quite proper for the various members to gather at the 
father's house. Animals would be sacrificed and the 
feast would be eaten. David was only following a usual 
custom when he asked permission of the king's son to 
attend a family festival at Bethlehem. 

Note P. Ceremonial cleanliness. — Presence at any of 
these feasts was dependent upon ceremonial cleanliness. 
There w^ere many occurrences which might defile a per- 
son. For example, if he touched a dead body he would be 
ceremonially unclean. Certain washings and observances 
would be necessary before he would be able to join with 
others in worship. When David failed to appear at the 
feast, Saul naturally supposed that he needed some such 
cleansing. 



142 HEROES OF ISRAEL 

Suggestions for Teaching 

THE POINT OF CONTACT 

In a class of boys ask, Did you ever know two 
friends each of whom wanted to be captain of the 
same team? What came of it? In a class of girls 
ask, Did you ever know two friends each of whom 
wanted the same office? What came of it? Did 
you ever know two friends, one of whom received 
many presents and great attention, while the other 
received very little? What came of that? The 
teacher should bring out the nature of jealousy, 
and state that the lesson shows the growth of the 
spirit of jealousy in Saul, and the reason why 
Jonathan was saved from it. 

2^4* The generosity of friendship,— Zho^ that 
Jonathan had just as much reason to be jealous of 
David as Saul had. Indeed more so, for Saul might 
reign until his death, while Jonathan would not 
reign at all, if David became king. But Jonathan 
was saved from jealousy because he admired the 
noble courage and the simple modesty of David, 
and was willing for him to have every chance to do 
his best. David in his turn admired the generosity 
and kindness of the noble prince. It was thus the 
great friendship was made. 

^35' T^^ meanness of jealousy, — The song of 
the women captures the students' imagination. They 
will see how the king would feel bitter when he 
heard it. Show how the king would naturally 
begin to be jealous of the man who was praised by 
the people. Be sure that the students remember 



DAVID AND JONATHAN 143 

the meaning of ''magnanimous." Let them see 
that Saul had a fine opportunity to be magnani- 
mous but his jealous spirit would not allow it. 

2j6, The struggle between the good and the 
bad, — Saul had generous elements in his nature, 
and there was a fierce struggle between his gener- 
osity and his jealousy. Help the students to see 
how these good and bad qualities fight within us, 
how sad it is when the bad conquers, as in Saul, 
how beautiful it is when the good conquers, as in 
Jonathan. 

^j/. Jealousy becomes murder. — Help the stu- 
dents to see how evil grows by what it feeds on. 
The jealous king becomes a murderer at heart. 
The good endeavors of David against Saul's ene- 
mies, and the kindly ministry of the minstrel, alike 
drive the half-mad king to frenzy. 

238, Jealousy spoils family life, — The students 
ought to see that so mean a spirit poisons every 
part of life. The king was even jealous of his 
daughter's love for her husband. The story shows 
the whole wretched scheming. The daughter in 
turn deceives her own father. 

2^p, The appeal of friendship, — David under- 
stood that the king was deceiving Jonathan regard- 
ing his jealous designs. The generous-hearted 
prince could not believe that his father was so 
mean of spirit. The students ought to see that 
Jonathan held to his friendship quite regardless of 
his own interests. He refused to consider himself 
and David as rivals. Let them see how confident 



144 HEROES OF ISRAEL 

David felt in the friendship of Jonathan, that he 
was willing to make an appeal to him to save his 
life. Bring out by a few questions the plan which 
David proposed. 

240, The covenant of the friends, — The stu- 
dents should see here how deep friendship can go. 
Jonathan is even willing to recognize that David is 
to be king, and David is wilHng to promise that he 
will always take care of the family of Jonathan. 
What a sacred promise was made that day! 

241, Jonathan's clever device. — Jealousy and 
suspicion on the one hand result in stratagem on 
the other. How gladly Jonathan would have been 
perfectly straightforward with his father, but he 
was obliged, much against his own will, to carry 
out his plans by stealth. The student will appre- 
ciate the cleverness of Jonathan's device and it 
should be carefully drawn forth by questions. 

242, Saul's quarrel with Jonathan, — Let the 
student give the facts. Explain if necessary the 
nature of the feast, and the possible ceremonial 
uncleanliness. Bring out the thought that Saul 
is determined that Jonathan shall see definitely that 
David is his rival to the throne; that the king is 
exceedingly angered when he realizes that Jonathan 
refuses to be disturbed by this fact; and that the 
miserable jealousy ends in a fierce quarrel between 
the king and his son. He would have murdered 
Jonathan. We never know where angry passions 
will end. 

24^, The parting of the friends. — The bit of 



DAVID AND JONATHAN 145 

clever play might be acted out, three members of 
the class taking the parts of Jonathan, David, and 
the boy. Do not fail to let the students feel the 
pathos of this parting, each friend trusting the 
loyalty of the other. 

Summary 
No true hero can be jealous. The magnani- 
mous spirit has no room for petty suspicion. Real 
friendship is loyal, unselfish, magnanimous. 

Written Review 
It is very desirable that these elemental heroic 
qualities shall be seen to belong to common life. 
Try to get the students to think of an instance that 
has come under their own observation of someone 
who refused to look upon his friend as a rival and 
gladly gave up some good thing, which he himself 
greatly desired. The writing of such little experi- 
ences will be of great value. 

Preparation for the Next Lesson 
If Saul had definitely decided to kill David, the 
young man had a serious problem before him. 
Where could he flee from the king? We shall 
see in the next lesson how he gathered a little 
army about him and kept himself safe from Saul's 
enmity. 



XXIII. DAVID, THE OUTLAW 

References: 

Stewart, pp. 102, 230-35. 
Tristram, pp. 118-20, 180-81. 

Dictionary of the Bible, articles ''David" (§2), 
"Saul,'' ^^Nabal." 

Aim of the Lesson 
To show how a man may meet difficulties 
bravely and how forgiveness is better than revenge. 

Essence of the Story 

This is a very fine piece of story-telling. It 
shows us David fleeing to his native hills, gather- 
ing about him a company of men who were all in 
unfortunate condition, and forming them into a 
little army. The extraordinary winning power of 
the man is evident by the way in which he con- 
trols his turbulent outlaws. His activity was alto- 
gether beneficent and patriotic. He was no mere 
leader of a gang of robbers. He conquered an 
invading band of Philistines, and guarded the 
shepherds and farmers from the various marauders 
who make life in the East so dangerous. Natur- 
ally he must depend upon these same farmers and 
shepherds for subsistence, and a striking incident 
grows out of his relations with Nabal and Abigail, 
All the time Saul continues his implacable enemy. 
Again and again he attempts to capture him. One 
occasion gives a notable opportunity for David to 

146 



DAVID, THE OUTLAW 147 

manifest that generosity which is the mark of the 
true hero. Again we have a repentance of Saul, 
the man of moods. But David realizes that the 
king cannot be trusted, and takes his flight by a 
bold plan into the country of the national enemies. 

Suggestions for Teaching 

THE POINT OF CONTACT 

If there is any notable instance of a man seek- 
ing to escape arrest it would form a good begin- 
ning for the lesson. Or the interest in David may 
be sufficiently great to begin with the statement. 
Let us see what became of our hero when he was 
obliged to flee for his life. 

244, David's flight, — Make very clear to the 
class that David was obliged to escape from the 
power of the government. The unsettled conditions 
of those days made that a very much easier matter 
than it would be today. Let the students see 
clearly that his case is not parallel to that of a 
modern criminal, for the king would have given 
him no chance of a fair trial. 

24^. The hand of outlaws. — This is a very 
picturesque account. The students must under- 
stand that it was the unsettled condition of the 
government that justified men in thus opposing the 
law. The parallel with Robin Hood may well be 
made, but be very careful that the natural interest 
in lawlessness is not fostered. 

246. David to the rescue, — The patriotic nature 
of David's fighting against his people's enemies 
should be carefully noted. 



148 HEROES OF ISRAEL 

24^. The jealous king, — The same idea that 
was brought out in the last lesson may be still fur- 
ther developed. The hideous jealousy of Saul 
could not die and he was still seeking to capture 
David. Evidently he was unwilling that David 
should have the credit of conquering the national 
enemies. 

248, A reasonable request, — Let the students 
see that there was practically no police protection 
for farmers and shepherds in those days, and that 
David's band served a very useful purpose. It was 
therefore not unreasonable for him to expect to be 
paid. 

249, Folly and anger. — The narrative indicates 
a number of bad passions. Nabal is a foolish man 
and a churl, as his rough answer indicates. But 
David is too hot-headed in deciding to fight him. 
Let the class see that while David's request was 
reasonable, he had no right to compel payment. 

250, A wise woman. — Let the students read 
Matt. 5:9. Let them see how large a part the 
peacemakers play in the good of the world. Show 
how prudent was Abigail's conduct. 

251, The soft answer. — ''A soft answer turneth 
away wrath." Do not lose the dramatic character 
of the story. David and his four hundred men 
were hurrying on with murder in their hearts. The 
quiet, brave woman turns all their anger into peace. 
David shows he is a true hero in his forgiveness. 

2^2. The satisfaction of self-control. — Let the 
class see that the fool died by his own folly. How 



DAVID, THE OUTLAW 149 

glad David was that he had not given way to his 
anger. No one is ever sorry for self-control. It 
is worth noting that Abigail gained a better 
husband. 

i'5j. Renewed hostility of the king. — Ask the 
class how David could have carried on his expe- 
ditions and yet escape the jealous watchfulness of 
Saul. What constant care it must have taken ! The 
class will readily enter into this interesting matter. 
Show that David kept to the caves of the moun- 
tains, making rapid onslaughts upon the enemies, 
and then seeking safety again. 

254, David's generosity, — Endeavor to secure 
picturesque description of the sleeping host and of 
David's bold approach to the king. Do not be 
afraid to return to the word "magnanimous." It is 
one of the best lessons that the students can learn. 
Let them feel the magnanimity of this fine act. 

255, Another repentance. — Again secure vivid 
description of the incidents. Let the students see 
again the good and bad struggle in the spirit of 
Saul. The man is really sorry for his jealousy 
and hatred, but it is the sorrow which lasts so short 
a time. 

256, A hold flight. — Here is a good opportunity 
for a little geographical review. Use the map 
again. By questions bring out from the class the 
location of the Philistines; the nature of their 
enmity ; the reason why it was dangerous for David 
to go there; the fact that they might be willing to 
receive him because he was Saul's enemy; the 



ISO HEROES OF ISRAEL 

boldness of David in making such a plan. There 
was really no other course open to him. He 
trusted that the Philistines would be glad to make 
friends with so dangerous a foe. 

Summary 
A man who is in the right can always afford to 
wait. David was deprived of his place in the army 
and in the king's court. He was compelled to be 
an outlaw, but he steadfastly did the best that he 
could under the circumstances. As a matter of 
fact, these rough years were giving him fine prepa- 
ration for the work of the kingship that was com- 
ing later. It is especially to be noted that he kept 
his generous qualities. This can be seen by his 
winning the loyalty of his men, acceding to the 
request of Abigail, and sparing the life of Saul. 

Written Review 
The review perhaps calls for rather more play 
of the imagination than the young students might 
be able to exercise. If the teacher at the end of 
the class will help them to see how Abishai felt 
when he volunteered to go with David, when he 
saw the chance to kill the king, when he realized 
his leader's generosity, and when he heard the con- 
versation between David and Saul, it is probable 
that they may be able to write quite an effective 
story. It is well worth trying. 

Preparation for the Next Lesson 
Ask the students what would be likely to hap- 
pen in Israel if Saul and Jonathan should both 



DAVID, THE OUTLAW 151 

die. Had David lost his chance of the kingdom 
by going to the land of the enemy? In the next 
lesson we shall see how everything worked out for 
David's advantage. 

It will be well to announce that there is a beauti- 
ful poem in the next lesson and to arrange that two 
members of the class shall be ready to recite it in 
concert. It might even be recited before the whole 
school. 



XXIV. DAVID, THE KING 

References: 

Stewart, pp. ii, 29-31, 34-35, 129-30, 221-22, 
Price, pp. 71-75, 133-36, 271. 

Dictionary of the Bible, articles "David" (§3), 
"Saul," "Jerusalem" (§2), "Aramaeans" 
(Syrians), "Edom," "Ammon," "Tyre." 

Aim of the Lesson 

To see how David made a success of his king- 
ship. 

Essence of the Story 

The story of David's way to the throne is a 
long one and is very greatly condensed. He had 
clearly in mind his destiny to be the king of Israel, 
but he was no vulgar plotter and was content to 
wait until the proper opportunity should come. 
Moreover he loved Saul and Jonathan. He never 
lost his tender interest in the big king who had 
once loved him, and his friendship for Jonathan 
was undying. He would not therefore undertake 
any action against them, but waited the inevitable 
outcome of events. At the death of Saul and 
Jonathan the way was open for David to assume 
the kingship in his own tribe of Judah without 
undertaking any very definite warfare against 
Saul's son Ish-bosheth. He was able to wait until 
that temporary kingship fell to pieces and all Israel 
accepted him as king. David then undertook the 

152 



DAVID, THE KING 153 

necessary steps, which Saul had never understood, 
for the organization of the kingdom. First he 
established a capital, securing the strong city of 
Jerusalem. He was then ready for the task with- 
out which no kingdom of Israel was possible: the 
subjugation of those troublesome invaders who had 
always prevented the organization of the Hebrews. 

EXPLANATORY NOTES 

Note Q. Jerusalem. — Jerusalem is one of the very 
old cities of the world. It is probable that it was largely 
inhabited and strongly fortified when Abraham came into 
Canaan. It was in possession of a tribe of the Canaan- 
ites known as the Jebusites. When the Hebrews settled 
in Canaan they did not succeed in dispossessing the Jebu- 
sites, therefore Jerusalem had remained continuously a for- 
eign city in the midst of the land. Its location on the 
borders between the southern kingdom of Judah and 
the northern kingdom of Israel fitted it admirably to be 
the capital of the united nation. Its strength and its 
traditional dignity likewise made it the fitting site for 
the central city. David showed his rare statesmanship 
in the selection of this capital. 

Note R. Israel and her neighbors. — Israel had to a 
great extent subdued the Canaanites, but there were other 
peoples on her borders who were a continual source of 
trouble and weakness. The Philistines, as we have noted, 
were well organized and able warriors. Refer to Note K. 
We have seen what a constant menace they were to Israel. 
The Edomites, Moabites, and Ammonites, on the south- 
ern and eastern border, were kindred Semitic tribes con- 
stantly making war upon Israel and very jealous of any 
strong development of a national life in that people. 



154 HEROES OF ISRAEL 

On the northeast border the Syrian tribes were becom- 
ing organized, with the old city of Damascus as a capital. 
These, too, were a danger to Israel. The Sidonians on 
the northwest coast, or as they were later called, the 
Phoenicians, living especially in the strong cities of Tyre 
and Sidon, were a commercial people, more concerned 
with a development of their commerce than with war, but 
a people to be reckoned with by any king of Israel. 

Note S. David's army. — The six hundred men who 
had formed David's troop in the wilderness were the old 
guard of his army. The leaders among them were the 
valiant knights. Their deeds of prowess were famous 
in Hebrew story. With these as a nucleus, David de- 
veloped an army which was never conquered. The chiefs 
of his outlaw band, men whom he had trained under his 
own eye, became the generals of his national forces. He 
was undoubtedly one of the great warriors of antiquity. 

Suggestions for Teaching 

THE POINT OF CONTACT 

Ask the class why Washington is considered a 
national hero. Then ask why we thought Moses 
was a national hero of the Hebrews. This will be 
a good opportunity for a moment's review of 
Moses' great work as the founder of the nation. 
If Moses founded the nation, David really founded 
the kingdom. We are going to study the hero who 
made Israel great. 

2^7, David's patience. — Let the class see how 
long David waited for the throne. The hope came 
to him in his youth when he was anointed. When 
he led Saul's armies it was evident that he was 
preferred by the people. But he never made a 



DAVID, THE KING 155 

false move. He waited for the proper time. Ask 
them if this is a mark of greatness. 

2^8, Saul's tragic fate. — The main point here is 
for the students to appreciate the tragedy of the 
death of Saul and his son. 

2jp, David's sorrow. — Let the class feel the 
reality of David's grief. The death of Saul and 
Jonathan opened the way to the throne, but David's 
friendship was greater than his ambition. Empha- 
size again the magnanimity of forgiveness. 

260. David's dirge. — The sorrow of David is 
beautifully expressed in the song. Try to bring 
out the lyric beauty of the song so that they may 
feel its pathos. Make an eflfort to have the class 
commit it to memory. 

261. David's triumph. — Pass rapidly over the 
events. The important point is that the class shall 
see that everything turned out to David's advantage. 

262. The capture of Jerusalem. — There is a 
good point of contact in the comparison between 
Jerusalem and the city of Washington. Make the 
most of the statesmanship of David as an element 
in his greatness. The noblest leaders of men are 
always careful to avoid petty jealousies. 

26s. The subjugation of the enemies. — The 
map should be thoroughly used. It might be well 
to draw one roughly upon the blackboard, so as to 
indicate the location of the various enemies. There 
is good opportunity here for a geographical review. 

264. The loyalty of David's knights. — The 
main point of emphasis is the wonderful way in 



IS6 HEROES OF ISRAEL 

which men were willing to sacrifice themselves for 
David. 

Summary 

When we come to the triumph of David we can 
see the steps which made it possible. All his boy- 
hood experiences and the hard difficulties through 
which he passed prepared him for his great for- 
tune. He was a man who could win men; he was 
willing to wait; he was dauntless in danger; he 
cheerfully bore hardships; he always kept his 
faith that he could do what God wanted him to do. 
Thus he came to be the greatest of the kings of 
Israel. 

Written Review 
Let the geographical treatment in the study of 
the lesson be a preparation for the review. Even 
if the students have made a map let them make an- 
other for this special purpose. 

Preparation for the Next Lesson 
It would seem that David was so successful 
that he only needed to hand on his work to good 
sons for it to be permanent. Does a good father 
always have good sons? Why not? Recall Eli 
and his sons. We shall see in the next lesson all 
the trouble that a spoiled and wicked son gave to 
a noble father. 



XXV. DAVID AND HIS REBEL SON 

References; 

Stewart, pp. 319, 324. 
Tristram, pp. 102-3, 201-3, 22g-2>^. 
Dictionary of the Bible, articles *'David," "Absalom,*' 
''Cherethites and Pelethites." 

Aim of the Lesson 

To show the misery that a spoiled and wicked 
son may bring upon himself and his family. 

Essence of the Story 
This fine narrative of David, one of the most 
beautiful in the Bible, continues with great ful- 
ness to discuss David's private family life. We do 
not discuss the details of David's sin and of the 
evils in his family, for these are not appropriate 
for young students. We simply note that his 
family life was unfortunate, and then concentrate 
attention upon Absalom, who had his father's 
beauty and winning grace, but without his nobility. 
The story exhibits this man as a hypocrite, a traitor, 
and a would-be parricide. We see the working out 
of his utter selfishness. At last we see his fall 
accomplished through his foolish vanity. David 
proves himself the shrewd old warrior, forsaking 
his capital so as not to be cooped up in a siege, 
taking care to have friends in the city, withdraw- 
ing to a distance that his adherents may have 
opportunity to come to him, carefully planning the 

157 



158 HEROES OF ISRAEL 

battle that was to put down the rebellion. But we 
see also the father whose commands to his generals 
are urgent that Absalom shall not be hurt, and 
who, when the news of the victory comes, forgets 
his kingdom in the bitter grief of his fatherhood. 

EXPLANATORY NOTES 

Note T. The gate. — The gate of an ancient city was 
the market place, the hall of justice, the club. Every- 
body came to the gate. Absalom's presence at the gate 
gave him the opportunity to meet representative people 
from all over the country who would be coming for 
various causes to Jerusalem. There was a simple system 
of justice and of appeal from court to court in those 
days. The final appeal would be to the king. He might 
sit in the gate himself and hear the most important cases, 
or he might depute some judge to represent him. Delay 
has always been a characteristic of the administration of 
justice. Absalom shrewdly and hypocritically pretended 
that, if he had the opportunity, every man's suit would 
be heard at once. 

Note U. CherethifeSj Pelethites, Gittites, — These 
were different clans of Philistines. While David lived in 
Philistia he had come to know these hardy warriors. 
After he became king and defeated the Philistines they 
seem willingly to have accepted his rule, and he secured 
a bodyguard of six hundred men from their ranks. His 
old guard of the wilderness by this time must have been 
too old for active service. These mercenaries admirably 
took their place. 

Suggestions for Teaching 

THE POINT OF CONTACT 

A good beginning might be made with the 
question, Did you ever see a spoiled child? What 



DAVID AND HIS REBEL SON 1 59 

was the matter with the child? Did you ever see 
a spoiled child that had grown up to young man- 
hood or womanhood? Did you ever see one who 
grew up to be very beautiful or handsome? Would 
that be likely to make it worse? That was the 
trouble with Absalom. He had been brought up 
in self-indulgence. He was so beautiful that he 
became utterly vain and selfish. 

26 5. David's family life. — Tell the class just 
enough of the wretchedness of David's sin and the 
family quarrels for them to appreciate the con- 
ditions in which Absalom grew up. 

266. Absalom's beauty. — Let the class describe 
him. 

26/. Absalom's treachery. — It may be difficult 
for the students to understand the exact nature of 
Absalom's conduct. Explain vividly the scene at 
the gate. 

268. Absalom's plot. — Show that the city of 
Hebron might well have been jealous of Jerusalem. 
Absalom took advantage of that feeling to make 
it the headquarters of his treason. His treachery 
is evident in taking the two hundred men who were 
innocent of any knowledge of the affair. They 
were naturally obliged to join him for their safety. 

26p. David's friends. — Let the story be told 
in such a way as to show how loyal were those 
who were nearest to David. 

2/0. David's faith. — If the students refer back 
to the story of the Ark carried against the Philis- 
tines, there will be a good opportunity for review. 



l6o HEROES OF ISRAEL 

Refer to Note M. Lay emphasis upon David's 
faith that God would bring him back again to the 
city. 

2yi, David's shrewd plan, — Let the sad journey 
up the Mount of Olives be, graphically described. 
Be sure that the students understand that Hushai 
was sent back to pretend to be a counselor of 
Absalom. 

272, Absalom's fatal vanity, — A very striking 
story is this account of the two counselors. Of 
course Ahithophel was right. The only possibility 
for the success of the rebellion was in instantly 
striking a blow. Hushai appealed to Absalom's 
vanity and persuaded him that everyone would 
come to his side. This was really the salvation of 
David. 

2y^, David's escape. — Let the students use the 
map, and see how the swift messengers came from 
Jerusalem to the Jordan, how David crossed at the 
fords near Jericho and saved his little company. 

274. The king and the father, — Draw out very 
clearly the generalship of David in arranging his 
army, the solicitude of the people that he should 
not himself go, and the deep interest of the father 
in his son. 

275. Absalom's death. — The principal point 
here is to bring out the significant details of the 
narrative by clear questions. It is very brilliantly 
told. 

276. David's grief, — Try to make the students 
sympathize with the feelings of the king. Let 



DAVID AND HIS REBEL SON i6l 

them see the dramatic movement of the story; the 
watchman looking out, the king waiting, the mes- 
senger arriving, the terrible heartbreaking lament. 

Summary 

Absalom might have been one of the heroes of 
Israel. He was unfortunate in that his father 
spoiled him. He ought to have been won back to 
strong manhood by his father's consideration and 
love, but vanity, ambition, selfishness, ruined him. 
Selfishness was the root of it all. 

Written Review 
Call the attention of the students particularly 
to the fact that the review requires them to con- 
sult the Bible and not the textbook. They are to 
notice the different instances in which David won 
men to love him. Show that this is one of the 
finest qualities. The review may be made to cover 
the five lessons. 

Preparation for the Next Lesson 
We have really a special review and a general 
review, and the two may well be worked together. 
Explain to the students that in addition to the 
special study of the five lessons on David we are 
to make a review of twelve lessons, in which ten 
of the heroes will be called to memory. Seven of 
these, including the heroine, we shall want to make 
our friends and always to remember their story. 
The other three men we cannot think so well of, 
though there were good qualities in each of them. 



l62 HEROES OF ISRAEL 

Explain that we are to review the twelve lessons 
in order to be sure of the ground that we have 
covered. Tell the class, just as in the previous 
review, how the directions in chap, xxvi of the 
student's book are to be followed. The success 
of the next study will depend upon the effective- 
ness of the students' preparation for it. Ask them 
to answer in writing the last question : which of the 
heroes they think the greatest. 



REVIEW 

XXVI. Ten Heroes of Israel 



XXVI. REVIEW : TEN HEROES OF 
ISRAEL 

Aim of the Lesson 
To see in these persons the heroic qualities 
which made greatness and happiness, and the evil 
qualities which produced misfortune. 

Suggestions for Teaching 

The review in the students' book is intended to 
help them to go over the lessons and familiarize 
themselves with the stories and their meaning. In 
the class, however, it will be better to follow the 
miCthod which will gather up the significance of 
the stories. Inasmuch as there is so much ground 
to be covered it will be necessary to treat each point 
very simply. 

THE POINT OF CONTACT 

If the class has studied the review chapter a 
good beginning may be made by calling for a read- 
ing of their answers to the question, which of the 
heroes they think the greatest. Do not allow time 
for a discussion of these answers, but suggest that 
it will be well to see what heroic qualities and 
what evil qualities the different persons present. 

Courage and faith. — The men who believe that 
the things that ought to be done can be done are 
the great men. Let the class tell of Joshua, Caleb, 
and Gideon, all of whom showed this fine combi- 

165 



i66 HEROES OF ISRAEL 

nation of faith that God will show what is right 
joined with courage to do it. 

Strength and weakness, — The strength of these 
three heroes was glorious. But some men have 
only physical strength. Call for the story of the 
strong man who was morally weak. Let them 
see how pitiable that is. 

Devotion. — We do not always realize the heroic 
quality of the women who live at home. It is their 
loyal devotion to those they love that makes them 
heroines. Show the students that Ruth had faith 
and courage which led to her devotion to Naomi. 

Greatness and weakness.— S^^mson was physi- 
cally strong but morally weak. A man may be good 
in his own life and yet weak in his conduct toward 
others, so that he does not count for much. The 
students will remember the good old priest who 
could not train his evil sons, and so brought disaster 
to Israel. 

Sacrifice. — The heroism of leading in a coura- 
geous endeavor is easily seen. The heroism of let- 
ting someone else lead is not so apparent. The 
students will know what a "sacrifice hit" means 
in baseball. Let them see how grand old Samuel 
gave up his leadership because he saw that Saul 
was needed to lead against the enemy. 

Bravery and jealousy. — We should like to ad- 
mire Saul, the gallant soldier, but he spoiled it all 
with his jealousy. With a few questions bring out 
the suspicious character of the unhappy man, and 
show how it led to misery. 



TEN HEROES OF ISRAEL 167 

Friendship, — One of the finest of all qualities is 
true friendship. Let the students show how David 
and Jonathan each possessed the noble trait. They 
will recognize Jonathan's unselfish friendship, and 
their review of David's friends will help them to 
see how wonderfully he attracted everybody to 
him, and how true he proved to his friends. 

Leadership. — Joshua, Caleb, Gideon, Samuel, 
Saul, Jonathan, all had some elements of leader- 
ship, but the greatest of them all was David. Let 
the students tell briefly how he organized the 
nation, conquered the enemies, and brought peace. 

Summary 

Arrange the lesson so as to leave time to talk 
over these qualities as they apply to young life. On 
the basis of the definite examples in the heroes, the 
students will be able to think of the qualities not 
as abstractions but as simple possibilities. We see 
again that there is only one greatest heroic life. 
Jesus had courage and faith. He believed that God 
sent him to help, strengthen, and save men, and 
nothing frightened him from his task. He met 
Pharisees, rulers, and soldiers, without fear. He 
must have had a fine physical manhood also, for 
he bore a tremendous strain of work. But there 
was no moral weakness in his young manhood. He 
conquered temptation gloriously. Jesus' whole life 
was a devotion to those whom he loved, and he 
loved everybody. He was beautifully good, but he 
had no weak good-nature. He sternly rebuked 



l68 HEROES OF ISRAEL 

those who were wrong, even among his disciples. 
He took a whip and turned out those who were 
profaning the temple. He told the Pharisees that 
they were blind guides of the people. His is the 
supreme sacrifice. He gave his life a ransom for 
many. And he had no jealousy. He was ready 
to bear all the burden, and let others reap all the 
benefit. Who ever knew of such a friend as Jesus ? 
His friends loved him, so that they were willing to 
work in his name, and at last to die for his sake. 
Jesus was a master of men. If David made the 
kingdom of Israel, Jesus made the kingdom of God. 
As the Review thus culminates in a few words 
upon the greatest of the Heroes of Israel, the wise 
teacher will be able to add a suggestion about fol- 
lowing Jesus as the way to the heroic life. 



SOLOMON 

XXVII. Solomon, the Wise King 



XXVII. SOLOMON, THE WISE KING 

References: 

Stewart, pp. 108-9. 
Tristram, pp. 22,2-2,3. 
Price, pp. 72, 136-39. 

Dictionary of the Bible, articles "Solomon," "Temple" 
(§2), "Cedar," "Hiram," "Sheba, Queen of." 

Aim of the Lesson 

To show how a man who seeks goodness may 
achieve greatness. 

Essence of the Story 

Solomon was always regarded by later Israel 
as the wisest of men. The story shows how he 
early sought wisdom for his kingly duty, and how 
as a result all wealth and honor came to him. Part 
of his devotion to his royal duty was the building 
of the costly temple. This was done as an act of 
religious devotion and national duty. The prayer 
of Solomon expresses a beautiful sense of the 
spiritual presence of God. The visit of the queen 
of Sheba is a dramatic presentation of the impres- 
sion which the magnificent sovereign made upon 
the world. 

EXPLANATORY NOTES 

Note V. The real and the ideal Solomon. — As a mat- 
ter of fact Solomon really led Israel into a development 
that was unnatural. He built up a splendid court, and 
by the side of the costly temple put up a far more costly 

171 



172 HEROES OF ISRAEL 

palace. His heavy taxation caused the kingdom to fall 
to pieces at his death. However, the reign of Solomon 
was a very brilliant one, and was remembered in later 
years as a time of national greatness. The evils were all 
forgotten, and Solomon was thought of as the ideal king. 
The later historians, who wrote the story that we study, 
held this point of view. So far as the students are con- 
cerned, it will be best to keep entirely to the story, and to 
leave out of account all the unfortunate consequences of 
Solomon's reign. And this is perfectly justifiable, because 
the ideal story of the wise and wealthy king is true to 
the facts of human life. 

Note W. The Phoenicians. — The Phoenicians, or 
Sidonians as they are called in this story, were altogether 
the most highly civilized people of Palestine. We have 
already noted their commercial character. They traded 
with all the countries of the Mediterranean. They de- 
veloped the arts to an extraordinary degree. Their own 
palaces and temples were of great beauty. They were 
not a fighting race, and had already been glad to make 
alliance with David. They were still more willing to 
continue alliance with his wealthy son. The commerce 
of Israel was very valuable to Tyre and Sidon. Solomon 
on his part was glad to make use of the skill of the 
Phoenicians for the building of his temple and palace. 

Note X. The cedars of Lebanon. — In the Lebanon 
Mountains to the north of Palestine grew the beautiful 
lofty ceders that were so greatly prized for building 
operations. Already, two thousand years before the time 
of Solomon, the Pharaohs of Egypt had cut these timbers 
for use in the Valley of the Nile. All the nations of the 
East looked to these splendid forests for the best build- 
ing timber for their large structures. The Phoenicians 



SOLOMON, THE WISE KING 173 

were skilful woodmen, and knew how to transport trees 
to the coast, make them into rafts, and bear them again 
through the country. The forests today are almost 
entirely destroyed. Our picture shows some of the few 
cedars that are left. 

Suggestions for Teaching 

THE POINT OF CONTACT 

A question that is likely to excite interest and 
to be significant is, What would you ask for, if you 
could have anything that you want? It may be 
followed with the question, What would you ask 
for, if you knew you were going to be President of 
the United States? After the answers have been 
discussed, the class will be ready for the question, 
What would you ask for if you were a new king, 
just succeeding David on the throne? We are 
going to see what David's son really desired and 
what came of it. 

2po, The Solomon of the story. — Briefly ex- 
plain that we are to study the most brilliant of the 
Hebrew kings, whom the later ages loved to honor. 

2pi, Solomon's wise choice, — By questions, 
draw out the fact that Solomon must have been 
wondering what kind of reign he would have, and 
this was a preparation for the dream in which God 
offered him his choice. Make clear that it was not 
a general wisdom that the young king asked for, 
but the ability to fulfil his duties as a king and a 
judge. 

2p2. The reward of duty, — Try to show the 



174 HEROES OF ISRAEL 

class that honor and wealth are never to be sought 
for themselves. Just to wish to be rich and to be 
great are ignoble ambitions. The greatest of men 
have been most anxious to do their duty. The re- 
ward came without their seeking it. Explain to 
them Tennyson's fine couplet which could be just 
as well applied to America. Let the class give 
illustrations of men who received honor without 
seeking it. 

2p^. The Phoenicians' help in the temple hiiild- 
ing, — Have the students look at the map. Recall if 
possible what has been learned of the Phoenicians. 
Explain the value of the Phoenicians' alliance with 
Solomon. 

i>p^. The cedars of Lebanon. — Review briefly 
David's subjugation of all his enemies, that the 
class may see the peace and prosperity of Solomon's 
reign. Ask them what kind of trees are especially 
valuable for great timbers. Explain that the cedar 
belongs to the same family as the pine. Let the 
class explain why the Phoenicians were engaged to 
cut the trees. 

2g^. The transportation of the cedars, — An in- 
teresting point of contact can be made with the 
students' knowledge of our modern lumbering 
operations. They will know how trees are cut in 
forests, floated in rafts down the rivers or lakes, 
and transported across the country. It will be an 
interesting bit of imagination to compare this with 
the enormous difficulties of transporting large tim- 
bers through mountainous countries, and through 



SOLOMON, THE WISE KING 175 

the open sea, in the days when there were no rail- 
ways or steam tugs. Do not miss the point of the 
interchange of commercial commodities. 

2p6. The temple as a building. — The two dates 
in the first and fourth paragraphs will enable the 
students to calculate the exact time occupied in the 
temple building. It will be very helpful to compare 
its size with some building in your neighborhood. 
Note the richness of the ornament of the temple. 

2p/, The dedication of the temple, — The spir- 
itual meaning of this beautiful narrative, and of the 
prayer, ought to be felt by the young students. Ask 
them if God could dwell in a temple. Of course 
he cannot. But we can draw near to him in the 
house where we worship him, and he will always 
hear our prayer for forgiveness and strength. 

2p8. Solomon's thanksgiving. — Ask the class 
what great promises had been given to the old 
heroes, Abraham, Jacob, and Moses. Ask if these 
had been fulfilled. Let them see that Solomon was 
giving thanks for the great blessings which had 
come at last to Israel. 

2pp. The visit of wonder. — If the students are 
reading carefully their lessons one of them can 
quickly tell of the visit of the queen, which showed 
the impression that Solomon was making on the 
world. 

^00. Solomon's greatness. — The story naturally 
concludes with the account of the great success of 
the wonderful king. 



176 HEROES OF ISRAEL 

Stmimary 

The story clearly means that the man who 
wanted ability to do his duty, and who desired to 
honor the Lord, found wealth and honor for him- 
self. 

Written Review 

It is always valuable to find men in our own 
day who exhibit the same virtues as those heroes 
of the past. There are plenty of noble examples 
of those who have been supremely anxious to dis- 
charge their duties and have found honor without 
seeking it. Encourage the students to make an 
effort to get material for such an account for the 
notebook. 

Preparation for the Next Lesson 
Tell the students that we have been studying 
about kings who led their people in the right way, 
but in the next lesson we are going to see what 
happened when a king led them in a wrong way. 
A different kind of hero was needed. Tell them the 
story is one of the grandest in the Bible. 



TWO PROPHETS 

XXVIII. Elijah, the Champion of Pure Religion 
XXIX. Elijah, the Champion of Justice 
XXX. Elisha, the Healer and Counselor 



XXVIIL ELIJAH, THE CHAMPION OF 
PURE RELIGION 
References: 

Stewart, pp. 72, 134-37- 
Tristram, pp. 51, 165-67, 208-9. 

Dictionary of the Bible, articles "Elijah," "Ahab," 
"Baal." 

Aim of the Lesson 
To show how a brave God-fearing man can 
lead a nation to see the evil of its ways. 

Essence of the Story 

The kingdom of Israel was developing in a 
wrong direction. Ahab, the son of the powerful 
king, Omri, was an able warrior; his kingdom was 
prosperous, but he was a man with no ideals. He 
had married a Phoenician princess. The luxury 
and sensuality of the Phoenicians had been intro- 
duced into Israel. Ahab was copying his wealthy 
and idolatrous neighbors. Meanwhile, in the desert, 
a stern, strong, and simple man was thinking over 
the situation. He was sure that his people were 
being led away from their God and his righteous- 
ness. He became profoundly convinced that God 
was calling him to lift up his voice against the evils. 
He believed that he would dare to announce a 
drought as a punishment for the people. It was 
supposed at that time that all calamities were penal- 
ties for sin. He penetrated to the presence of the 

179 



l8o HEROES OF ISRAEL 

king, and flung out his message. Elijah, the 
prophet, was providentially cared for while Israel 
suffered from the drought. After three years the 
stern prophet returned to summon Ahab to a great 
test whether Jehovah or Baal was to be followed. 
The dramatic test took place at Carmel. Baal was 
discredited and his prophets were slain. The 
drought broke in a wonderful rain storm. Elijah's 
championship of Jehovah was sustained. 

EXPLANATORY NOTES 

Note Y. The divided kingdom. — ^We are making little 
endeavor to follow the course of Hebrew history in these 
stories. Each story really is complete in itself. But it 
is well for the teacher to realize that after the death of 
Solomon the kingdom was divided into two parts. The 
major portion of the land threw off the sovereignty of 
the house of David, and chose a new king for itself. 
This kingdom kept the name Israel. The single tribe of 
Judah remained loyal to the Davidic house and kept its 
own name. The kings of the north were men without 
high religious ideals. The strongest of them was Omri. 
It is with his son, Ahab, that our story has to do. 

Note Z. Baal worship. — Primitive peoples very often 
worshiped the powers of nature. They realized the won- 
der of the propagation of life. They believed that the 
male and female principles run through all nature, often 
identifying the sun with the male principle, and the moon 
with the female. Thus they worshiped male and female 
deities. It is easy to see how gross immorality might 
grow up about such worship. The worship of Baal was 
so unspeakably vile that the life of Israel was in danger 
of complete pollution. Added to this, there were very 



ELIJAH, CHAMPION OF PURE RELIGION l8i 

often hideously cruel rites connected with the worship. 
Elijah must not be thought of as a bigot fighting for his 
own ideas, but as a patriot seeking to save his nation 
from moral ruin. 

Note AA. The Hebrew prophet. — The prophet was 
very much more than a predictor. 'Trophet" really means 
spokesman. He was the man who spoke for God. He 
was the preacher of his day. Beginning with Elijah, 
there was a succession of eloquent preachers, who spoke 
for national and social righteousness. We do not include 
many of these preachers in our hero stories because we 
have no account of their lives. Their brilliant sermons 
are too difficult for young students to read. It might be 
well for them to know, however, that Israel had a score 
of heroes of the same spirit and power as Elijah. 

Suggestions for Teaching 

THE POINT OF CONTACT 

JO/. Raise the question whether a preacher 
needs to be a brave man. In a town in one of our 
Middle States a large part of the population en- 
gaged in a lynching. The preacher on Sunday 
morning told them that they were cowards and law 
breakers. Was that a brave act? Ask the mem- 
bers of the class if they have ever heard of Martin 
Luther. Draw out from them or tell the story of 
Savonarola. Explain that we are to study one of 
the heroes of Israel who was a preacher. And 
draw from them that the preacher in that day was 
called a prophet. 

302. The Baal worship. — We shall see the kind 
of king whom Elijah had to meet. Explain that he 



i82 HEROES OF ISRAEL 

had married a princess of those Phoenicians whom 
we have studied. Find their territory on the map 
and recall what we have learned about them. Ex- 
plain that they were idolaters, and tell something of 
the nature of their idolatry. Ask if Ahab ought to 
have married a princess of that land. Of course, 
if he married her he must let her keep her own 
religion, but did he need to adopt it himself and 
make it popular among his people? Be sure that 
the class sees the dramatic contrast between the 
luxurious king in his splendid palace and the rudely 
clad prophet from the desert. 

joj. Elijah at the brook. — This story is long 
and the less important parts should be told very 
briefly. Do not raise the question about the 
drought being sent as punishment. If the students 
ask, explain that it was the old conception of 
natural calamities. Encourage the class to be able 
to give the points of the story vividly and rapidly. 

J04. The widow's cake. — The map may be used 
to indicate the journey. Start from the Sea of 
Galilee and go across to Zarephath. Draw out the 
story quickly. 

^oj. The widow's son. — This also should be 
briefly treated. 

J0(5. The result of the drought. — Let the class 
explain the terrible condition produced by the three- 
years' drought. 

^0/, Elijah and Obadiah. — There is a good con- 
trast to be made between these two. Obadiah was 
a worthy, God-fearing man but very timid. 



ELIJAH, CHAMPION OF PURE RELIGION 183 

jo5. The scene at Carmel. — The dramatic 
character of this wonderful story is a large part of 
its power. The teacher should thoroughly think 
out the scene in advance, and be able, by appropri- 
ate questions, to draw out its chief features from 
the class. Especially make clear the meaning of 
Elijah's question. The people were to be com- 
pelled to make a decision. 

jop. The frenzy of the Baal prophets, — The 
utter failure of these prophets to secure any re- 
sponse from their dumb god is the point of the 
narrative. Practice the proper tone of irony with 
which Elijah must have mocked them. 

^10, Elijah's prayer. — Note the great change in 
the prophet's manner. He was going to call upon 
the one true God to hear him. Let the class feel 
the solemn character of his preparation for the 
sacrifice. Read to them the noble prayer, and read 
it well. Let the whole class recite it solemnly 
together. 

JJ7. The slaughter of the Baal prophets, — Of 
course this was a horrible carnage. The class 
ought to understand that these men were deceiving 
the people, and that Elijah was following the prac- 
tice of those days. We would not kill people today, 
even if they were false preachers. 

^12. The coming of the rain. — The dramatic 
events which closed that great day at Carmel can 
be drawn out quickly from the students. Let 
them especially see Elijah's spirit of supplication 
for his people that led him to prayer while others 



184 HEROES OF ISRAEL 

feasted, and then his great excitement which made 
him run as courier before the king's chariot. 

Summary 

The story reveals the tremendous power of a 
man of conviction. We have noted Savonarola 
and Luther. Let the members of the class suggest 
any others of whom they think. They will prob- 
ably have studied John the Baptist. They ought to 
be able to see that Jesus had the same courage as 
Elijah, though he was of a more gentle spirit. 
There will probably be local examples of bravery 
which may be suggested. It is always well to see 
the virtues of these heroes in common life. The 
nobility of trusting in God, and belief in the right 
against any odds, are the thoughts that should 
remain with the students. 

Written Review 

If the imagination of the students can be suffi- 
ciently kindled, so that they can feel themselves 
present at the dramatic scene on Carmel, they may 
be able to do the review quite well. Encourage 
them to do a bit of original story-telling. If, how- 
ever, the teacher feels that this review is too 
difficult they may be asked to write about someone 
whom they have known, who stood for the truth 
against heavy odds. 

Preparation for the Next Lesson 
Do you suppose that such a man as Ahab 
entirely changed his conduct? We shall find that 



ELIJAH, CHAMPION OF PURE RELIGION 185 

he went right on with his wickedness. We have 
seen that EHjah stood against him when he was 
false to his reHgion. We shall see in the next 
lesson what Elijah did when the king thought him- 
self safe after murdering a man and stealing his 
property. 



XXIX. ELIJAH, THE CHAMPION OF 
JUSTICE 
References: 

Stewart, p. 125. 

Dictionary of the Bible, articles "Elijah," "Ahab,*' 
"Jezebel," "Jezreel," "Naboth." 

Aim of the Lesson 
To show how a brave man may come through 
discouragement and be prepared for a new con- 
test, and how God takes care of him through it all. 

Essence of the Story 
In very striking contrast, there is presented to 
us the failure of Elijah's bold endeavor. The 
drought was ended, the people forgot its meaning, 
Ahab was entirely under the influence of Jezebel, 
and there seemed no hope of a national revival. 
Elijah fell into complete discouragement. He fled 
for his life into the wilderness, and then to Mount 
Sinai. He wanted to be sure that there was one 
place where he could find God. The Lord very 
graciously comforted him, showed him the im- 
portance of patience, and gave him a young 
prophet to be his friend and successor. Soon there 
arose ariother opportunity for boldness. Ahab was 
guilty of a piece of shameful tyranny against a 
man who could not resist. Elijah appeared upon 
the scene and denounced the king and his queen. 
If they thought the prophet had been afraid of 

186 



ELIJAH, CHAMPION OF JUSTICE 187 

them, they were soon undeceived. The last scene in 
Elijah's life seems to fit his stormy character, for 
he is swept up to heaven in the mountain storm, 
leaving Elisha behind him to carry on his work. 

Suggestions for Teaching 

THE POINT OF CONTACT 

The students may be brought to an apprecia- 
tion of the lesson by the questions: Can a brave 
man ever be afraid? Is it ever right to run away? 
Let us see if Elijah was justified in taking flight. 

j/j. Elijah's hope. — Recall rapidly the victory 
of Elijah over the prophets of Baal. Show that 
Ahab must have been very much troubled over the 
slaughter of his friends. Ask if it would be natural 
for Elijah to expect the people to give up Baal 
after such a wonderful scene. But show that 
people are often moved to repentance by excite- 
ment, and then go back to their sins when the 
excitement is over. 

^14. Elijah's disappointment, — See that the an- 
swers to the questions in the book bring out the 
fact that Jezebel was the real power in Israel, so 
that Elijah saw that he could not succeed. Have 
the students find Jezreel above the middle of the 
map, and then Beersheba in the southwest corner. 
Draw from them that Elijah needed food and 
sleep, and that the Lord kindly gave him these 
before he told him of his duty. 

^i^. Elijah at Sinai, — On the map at the be- 
ginning of the book notice the desert journey from 



l88 HEROES OF ISRAEL 

Beersheba to Mount Sinai. Use the opportunity 
to recall that Moses led the people to this mountain. 
It may be difficult for the students to understand 
the parable that was acted before Elijah. Explain 
that his troubled spirit was not softened by the 
wind, the earthquake, or the fire, but that he heard 
God in the still small voice. So God would tell 
him that the nation could not be saved by slaughter- 
ing false prophets. He~ must have patience. 
Hazael, the new king of Syria, would help to get 
rid of the idolatry by his wars against Israel. 
Jehu, the new king of Israel, would help also to 
bring it about, and Elisha, the prophet who should 
succeed Elijah, would have his part in the purifica- 
tion. So great things take time. Ask the class 
why slavery was not ended in a day, and why the 
liquor traffic has not yet been destroyed, and why 
gambling and prize-fighting have not been stopped. 
We must never give up trying to overcome evils, 
but we must not be discouraged if we do not suc- 
ceed at once. 

316. The seven thousand. — It is very important 
that the young people shall not think that the good 
man is always alone. They always suppose that 
if they should refuse to cheat at school or engage 
in some evil practice, they would be alone. There 
are generally more good people than we think. 
Let them see how surprised Elijah must have been 
when he found that there were seven thousand 
who had never followed the Baal worship. 

J 77. The call of Elisha. — This may be treated 
briefly. 



ELIJAH, CHAMPION OF JUSTICE 189 

2 18. Ahab's meanness. — Ask the class what the 
king and queen probably thought of EHjah after he 
had disappeared. They were living their comfort- 
able life, supposing that the troublesome prophet 
was gone forever. Very likely Jezebel said with a 
good laugh, ''I frightened him out of the land." 
Let the students see that the king was laying out 
his grounds and needed Naboth's vineyard to com- 
plete them. Naboth was not mean about it, but 
he could not bear to sell the land that had come 
down to him from his ancestors. Let the class dis- 
cuss the littleness of the king in getting sick over 
the matter, and the wickedness of Jezebel in her 
promise. 

^ip. Jezebel's plot. — Explain the meanness of 
pretending to do honor to Naboth by making him 
preside over the meeting at which he was to be 
falsely accused. The law required two witnesses. 
Let the students tell how the plot worked. 

^20. Ahab's satisfaction. — The king willingly 
accepted the result of his wife's plot. Let the class 
see the weakness of his wickedness. 

j^j. Elijah's sudden appearances. — Recall the 
suddenness of Elijah's first appearance. Let the 
class see that Ahab was delighted with his new 
possession and never thought of the consequences. 
Give them some illustrations of the way in which 
conscience sometimes startles a man. 

^22. Elijah, the champion of the weak. — By 
skilful questions draw out from the class the king's 
feeling of safety that there was nobody to interfere 
with him, and the courage of Elijah who dared to 



190 HEROES OF ISRAEL 

speak to him so sternly. Ahab did not dare to kill 
the prophet. So many a bold man has been saved 
by his very boldness. Let them see carefully that 
the bravest of all brave acts is for the strong to 
defend the weak. 

j^j. Elijah's departure. — Let the students bring 
out the details of this grand narrative. The 
prophet feels that he is to leave. He wants to save 
his young companion from seeing the departure. 
But Elisha also has a premonition that the end is 
near and will not let his master go alone. Elisha 
is brave enough to continue to the last. 

^24. The nezv prophet. — When a great man dies 
it never seems as if anyone can carry on his work. 
We shall see what Elisha could do. 

Summary 

Elijah might be discouraged, but he could never 
be defeated. Jezebel had threatened his life, but 
he was ready to return and to defy the king and 
queen when they opposed the poor man. It is 
much easier to be brave in an army or a campaign. 
Bravery becomes sublime when it is utterly un- 
selfish, when the hero is taking the risk alone. 
Elijah is one of the grand characters of the Hebrew 
history. 

Written Review 

Let the students see clearly that Ahab was in 
this instance a bully. They will understand that 
better than a tyrant. Encourage them to discuss 
in their papers the difference betweei^ the hero and 
the bully as they have seen them. 



XXX. ELISHA, THE HEALER AND 
COUNSELOR 

References: 

Stewart, pp. 291-95. 

Dictionary of the Bible, articles "Elisha," "Naaman," 
"Gehazi." 

Aim of the Lesson 

To see the heroism of helpfulness. 

Essence of the Story 

Elisha lived during very troublous times in 
Israel. The Syrians brought the kingdom into 
great weakness. It was his duty to be a comforter, 
to encourage the kings to believe that all would 
come out well. He was called to be a healer and 
a counselor. We have a great many stories of 
Elisha. There are more miracle stories connected 
with his name than with any other man in the Old 
Testament. This evidently shows that he must have 
been a very kindly and helpful man so that the 
wonderful stories grew up about his name. We 
select from the many stories the four that are most 
significant. The payment of the widow's debt 
illustrates his kindly helpfulness to those in need. 
The healing of the leper shows his wonderful faith, 
his power with men, and that same stern opposition 
to evil which his great master, Elijah, manifested. 
The story of the capture of the Syrian soldiers is 

191 



192 HEROES OF ISRAEL 

very suggestive of the spiritual fact of God's 
omnipotent care of his ov^n servants. The last 
message to the king shows the old prophet still 
anxious to stir the king to activity and faith. 

EXPLANATORY NOTE 
Note BB. The kingdom of Syria. — If we recall 
David's defeat of the Syrians at Damascus we shall re- 
member that that people were just establishing their king- 
dom in David's time. In later years they gathered strength. 
By the time of Elisha, Syria was the most powerful 
kingdom west of the Euphrates. It was very natural 
that the Syrians should make war upon their neighbors. 
Unfortunate Israel, therefore, suffered very severely. It 
is likely that a heavy tribute had to be paid and that many 
slaves were taken to Damascus. Elisha was the adviser 
during all the times of the Syrian wars. His last counsel 
was that the king should be strong to conquer those 
troublesome enemies, and soon after Elisha's death the 
Syrians were subdued. 

Suggestions for Teaching 

THE POINT OF CONTACT 

j^5. It would be a good beginning if the teacher 
or the class could think of some person of the com- 
munity holding an important position who had 
died and had been followed by some efficient suc- 
cessor, or of some person who had resigned and 
had been succeeded by an able occupant of the 
office. Tell them of the great missionary who said : 
"God takes the workers, but the work goes on." It 
might have seemed that nobody could succeed 
Elijah. As a matter of fact, Elisha was the man 



ELISHA, HEALER AND COUNSELOR 193 

that was more needed for the new work that was 
to be done. EHjah did his part, Elisha did his. So 
we are never called to fill another's place. Each of 
us has a place of his own. 

J26. The widow's debt. — Explain that it was 
the old custom that if a man could not pay his 
debt, he or his family could be sold into slavery. 
This widow was confronted with the calamity of 
losing the sons that were to be her support. The 
students can easily tell the story. The people re- 
membered a great many of these stories of Elisha's 
help to those that were in trouble. 

5^7. Naaman the leper, — Explain to the class 
how the Syrian kingdom had grown, and had be- 
come strong and the oppressor of Israel. Ask the 
class whether a girl stolen from her own land and 
sold into slavery would be likely to be sorry for her 
heathen master. This little Hebrew maid must 
have been tender-hearted. Let the class realize 
what a grand visit Naaman made to Israel, with 
costly presents and a letter of introduction to the 
king. 

328, Elisha's strange directions. — If you re- 
member that the Syrians were stronger than Israel, 
you can see that the king of Israel thought that his 
enemy was trying to pick a quarrel with him. How 
could he heal leprosy! Let the students feel the 
embarrassment of the situation. Then let them see 
the faith of the prophet who knew that God was 
with him. Vivid description is important to make 
these stories real. Let the teacher not be afraid of 



194 HEROES OF ISRAEL 

using the imagination. The scene might be de- 
scribed in this way : "EHsha is living quietly in his 
own little home with his single servant Gehazi. 
Suddenly a great noise is heard. A number of 
richly-dressed servants are running into the town 
shouting at the top of their voices, 'Make way for 
my lord Naaman!' They are followed by a num- 
ber of soldiers on horseback with glittering spears. 
After these are camels, heavily laden, their great 
packs filled with costly stufifs and goods. At last 
comes the great general himself in his splendid 
robes, riding in a chariot. The whole cavalcade 
comes to a halt at the door of Elisha. Naaman 
looks haughtily toward the little house expecting 
that the prophet will come forth and bow before 
him. He is accustomed to receive the homage of 
all inferior men. But soon a messenger comes out 
of the house and gives the great man some direc- 
tions for his cure. And they seem to be very 
absurd directions. Naaman flies into a great rage 
and commands his chariot to move forward." At 
this point the students will have come into the 
spirit of the story and will be able to carry on its 
details. Note that Naaman speaks of the rivers 
of Damascus which have always been noted for 
their beauty. 

^2p. Naaman' s gratitude. — It was a very differ- 
ent company that came back to the prophet's 
house. All the pride of the state exhibition was 
there still, but the general was a humble man. Be 
sure that the class understands why Elisha would 



ELISHA, HEALER AND COUNSELOR 195 

not receive a present. Religion has been sadly hurt 
by the men who are always wanting fees for every- 
thing they do. Note that Naaman wanted to take 
some of the sacred earth of Palestine in order to 
make an altar to the God of Israel in his own land. 

jjo. Gehazi's punishment. — We see the spirit 
of greed : how Gehazi thought it would be too bad 
to let an opportunity for gain go by. It will be a 
good lesson to note the steps in the wretched man's 
fall. First he is covetous. Then he plans a lie to 
tell Naaman. Then he must deceive his master by 
taking the present from the servants before they 
reach the house and concealing it. Then, when he 
is challenged, he must answer with a lie. Let the 
class see that simple straightforward honesty is the 
only safe road in life. 

5JJ. Elisha's good counsel. — Explain that the 
wisdom of Elisha enabled him to advise the king 
regarding the movements of the Syrian army. The 
Syrian king at last decided to capture the man who 
was so dangerous. If the map is consulted it will 
be seen how far into Israel the Syrians came, and 
how near to Samaria, which was the capital. 

jji>. The unseen defenders, — The great moral 
heroes have never been afraid. When Luther was 
advised not to go to Worms, where he was in 
danger of the whole povv^er of the empire, he 
said he would go though there were as many devils 
as there were chimneys on the housetops. Lincoln 
was told that he would never reach Washington 
alive, but he went fearlessly to his duty. Jesus was 



196 HEROES OF ISRAEL 

advised not to go to Jerusalem, but he never fal- 
tered. All these heroes believed that God's power 
was about them. Heroes have not always been pre- 
served, of course, but they have always believed 
that, if it were best, God would save them. Show 
the class how beautifully this great truth is pictured 
in this story where the servant's eyes are opened 
to see the unseen army of the Lord. 

jjj. Elisha's generosity, — There has been much 
discussion as to whether Elisha told the truth. We 
may be very sure that the Syrians did not think 
that they had been seriously deceived when they 
found how it all turned out. Ask the class what a 
king would naturally do when he found his enemy 
in his power. But Elisha reminds him that he 
would not slay his own prisoners in cold blood, 
still less those who had been conducted under 
promise of security. Show the magnanimity of 
Elisha's conduct. 

jj^. The how and arrows. — The prophets were 
very fond of using illustrations to carry out their 
ideas. The class may give quickly this story. Then 
ask them how many times a real hero is willing to 
try. Perhaps some of them remember the story of 
Bruce and the spider, or they will be able to tell 
of success that has come to young people, or to 
older, by trying again and again and yet again. 

The daring men like Elijah seem to be heroes 
rather than the kindly, helpful men like Elisha. 
We must not forget that there are many kinds of 
heroes. It is probable that Israel would have gone 



ELISHA, HEALER AND COUNSELOR 197 

to pieces if it had not been for the strong, patient 
service of Elisha. The class can name some heroes 
in its own community who are doing good in a 
helpful way. 

Written Review 
Tell the class to be sure to find out from some- 
body the facts about the hero of helpfulness. If 
the students try hard enough they can learn of 
some noble men or women who may not have had 
a great place, but who made a deep impression as 
healers or counselors. 

Preparation for the Next Lesson 
If the times of Elisha were troublous, what 
shall we think of a time when the enemies of the 
Jews had destroyed their city and carried the people 
into captivity? We are to study in the next 
lesson a hero who came to his people at the lowest 
point of their fortunes, and helped them to a new 
start. 



PATRIOTS IN TROUBLOUS TIMES 

XXXI. Nehemiah, the Builder 

XXXII. Esther, the Patriot Queen 

XXXIII. Judas, the Hammerer 

XXXIV. Daniel and His Friends 



XXXI. NEHEMIAH, THE BUILDER 

References: 

Price, pp. 279-90. 

Dictionary of the Bible, articles "Nehemiah/' '']tv\x- 
salem" (§4), 'Tersia/* "Sanballat," *'Samari- 
tans." 

Aim of the Lesson 

To show the value of shrewd, courageous, patient 
persistence in a good undertaking. 

Essence of the Story 
We pass over nearly four hundred years of 
Hebrew history since the last lesson. The aim of 
this course is not to teach the history of the Hebrew 
people, but to select a few of the striking heroes. 
During these four hundred years some of the great- 
est men of the Hebrew race lived and worked. 
They were the prophets, but we do not possess the 
stories of the prophets in simple form, as in these 
other hero stories. We have their sermons and 
speeches. These are too difficult for young stu- 
dents to read. It will be best for them to wait for 
a few years before they make a study of the proph- 
ets, who were indeed the greatest of the heroes of 
Israel. We pass then to a time when the city 
which David had conquered and the temple which 
Solomon had built were destroyed by enemies. 
The Jews were carried away into captivity. A 



202 HEROES OF ISRAEL 

miserable remnant alone was left in the land and 
the city was desolate. For one hundred and fifty 
years this desolation continued. Pious Jews in the 
East never forgot the city of their fathers. At 
last one of them, a prominent official of the Per- 
sian court, obtained permission to go to Jerusalem 
and to rebuild the wall. That was necessary in 
order that the city might be free from attack, and 
the inhabitants have an opportunity of growth and 
prosperity. This man, Nehemiah, in spite of the 
danger in obtaining the permission, the discourage- 
ment of the feeble people in Jerusalem, the scorn, 
the opposition, and the plots of enemies, carried 
through his enterprise, and gave the Jews once 
more a secure capital. He started them on a new 
career of prosperity, so that he was looked upon 
by later 'generations as the builder of the nation. 

EXPLANATORY NOTES 

Note CC. The captivity. — The people of the north- 
ern kingdom were first carried away into captivity and 
later the people of Jerusalem and Judah. These latter 
were taken to Babylonia, the original home of Abraham. 
In the course of time they spread all over the eastern 
empire. They entered into business and many of them 
became quite wealthy. Some attained to high positions. 
Very naturally, therefore, they remained in the eastern 
lands instead of returning, when it w^as permitted, to the 
desolate city of Jerusalem. 

Note DD. The kingdom of Persia. — It was the Baby- 
lonian empire which carried the Jews into captivity. This 



NEHEMIAH, THE BUILDER 203 

government was overthrown by Cyrus, the king of Per- 
sia, and the great Persian empire succeeded to all that 
Babylon had owned. The Jews were very well treated 
by the Persians, and so felt all the more at home under 
that government. Cyrus gave permission to the Jews to 
return to Jerusalem if they desired, but very few of 
them had taken advantage of that opportunity. In the 
time of Nehemiah the wealth and learning of Judaism 
were all in the East. Jerusalem was in a very low con- 
dition. And yet the Jews were intensely interested in 
the home of their fathers. Nobody knew just what 
ought to be done to improve conditions in the homeland. 

Note EE. The Samaritans. — When the northern king- 
dom was carried into captivity people from the East were 
taken to Israel and settled in that land. These inter- 
married with the Israelites, making a mongrel population. 
Because Samaria was the capital of the old kingdom this 
mixed population were known as Samaritans. They were 
very jealous of the Jews, and, as we see in the story, very 
much opposed to any enterprise that sought the advan- 
tage of the Jews. 

Note FF. The Book of Nehemiah. — This book is of 
especial interest because it is the personal narrative of 
the vigorous governor who built the walls. In his 
straightforward, simple style he tells us exactly what he 
did, how he prayed, how he planned, how he succeeded. 
If it sometimes seems as if he were a little boastful, we 
must remember that he is telling the story just as it 
happened, simply desiring that posterity shall know the 
facts. We should be greatly the losers if there had not 
been kept for us this valuable personal account of this 
great man. 



204 HEROES OF ISRAEL 

Suggestions for Teaching 

THE POINT OF CONTACT 

J55. The teacher may ask, "Suppose I should 
do a very heroic deed and then should write an 
account of it and send, it to the newspapers, what 
would you think of me ? It would seem to be very 
boastful, would it not? But suppose I should do 
something very important for the nation which 
ought to be known as a part of the national history, 
do you think it might be proper for me to write an 
account, so that future generations might have the 
story? Would we not be very glad if we had 
Washington's own account of the Revolutionary 
War? Of course we have a great deal of it in his 
letters, but he never wrote a. book about it. Some 
noble men have written their recollections of the 
great deeds in which they have been engaged." Be 
sure that the students understand the word "Mem- 
oirs.'' We have been studying about a number of 
the heroes of Israel, but we have never yet had the 
story from the hero himself. We are now going to 
study Nehemiah's own account of his enterprises. 

jjd. Nehemiah the patriot, — Ask: What is a 
patriot? Then ask the members of the class if they 
are all patriots. Ask them how much it costs them. 
Ask if it ever cost anybody anything to be a patriot. 
Then make clear to them the condition of the Jews 
in Babylon and Persia after one hundred and fifty 
years' captivity. Ask how many of the class are 
at least the great-grandchildren of foreigners. Of 
course they do not feel any patriotism toward the 



NEHEMIAH, THE BUILDER 205 

old land of their great-grandparents. That is long 
since forgotten. But, of course, their people came 
willingly to the new land. The Jews were taken 
captive. Yet the Jews had become very comfort- 
able in the East, while Jerusalem had become more 
and more miserable. It is very touching, therefore, 
to realize that they still loved Jerusalem. Nehe- 
miah differed from most of them, however, for he 
was the man who was willing to show his love by 
deeds. 

jj/. The sad news. — Let the students consult 
the map. Ask them where Abraham came from, 
and let them see that Susa is even farther from 
Palestine. Picture vividly the condition of Jerusa- 
lem as it was reported to Nehemiah. Note Nehe- 
miah's religious feeling. Be sure that the students 
refer back to % 62 on p. 67 of their books. It is 
always a good plan to link the stories together by 
these common points. 

jj<?. Nehemiah's request.-^'Ltt the students re- 
call what happened to the Egyptian butler because 
he offended the king. They will thus be able to see 
how careful Nehemiah had to be. Point out that 
he was so wise that he was able to obtain leave of 
absence, permission to rebuild the wall, and an order 
on the king's representatives for all the material 
needed both for the wall and for his own house. 

jjp. Nehemiah's triumph. — Let the students 
use the map and refer back to Abraham's journey 
and see that it was along the same route, up the 
Euphrates, and then down through Syria, that 



2o6 HEROES OF ISRAEL 

Nehemiah and his soldiers had to go. The fol- 
lowing questions may be used to advantage: In 
what condition would Nehemiah find Jerusalem 
when he reached it? Suppose the City of New 
York had been laid in ruins during the Revolu- 
tionary War and nothing had been done with the 
rubbish since, what condition would it be in now? 
Jerusalem had been waste as long as that. What 
would be the wise thing for Nehemiah to do before 
suggesting to the people that they should build? 
Show how carefully he found out the exact facts. 

240. NehemiaWs encouragement. — The impor- 
tant point is that the man who had just come was 
full of hope, cheered the people, and told them 
that the thing could be done. 

j^j. The first opposition — scorn. — Explain 
briefly who the Samaritans were, that they were 
jealous of the Jews, and despised them. Draw out 
from the class— what its members also very well 
understand — that it is hard to be laughed at. 

^42. The second opposition — violence. — This is 
a bit of very vivid description that the students 
ought to be able to reproduce. The workmen had 
to be ever on the watch, ready to drop their tools 
at any moment and take their weapons. When 
people cannot stop us by laughing at us, they often 
try to do so by force. 

j^j. The third opposition — falsehood. — ^When 
people cannot stop us by force, they begin to slan- 
der us. Let the students see that Nehemiah met 
these three very trying oppositions with calmness. 



NEHEMIAH, THE BUILDER 207 

courage, and good sense, and went right on with 
his work. 

344, The completion of the walls. — Nehemiah 
pushed the work so vigorously that it was finished 
in less than two months. If he had delayed, he 
might easily have been interfered with. Let the 
students see the value of his resolution and dis- 
patch. Show that after the wall was built he took 
every precaution against surprise. 

5^5. The dedication. — Make very plain that 
this straightforward, strong man was a man of 
prayer who worked with all his might and trusted 
in God. When it was all finished he gave thanks 
to God, who he felt had helped him. 

Preparation for the Next Lesson 

Nehemiah gave up ease and a sure position for 
a dangerous enterprise, because he believed that 
his people needed him. Recall that Moses gave up 
his position in the Egyptian court in order to stand 
with his people who were slaves. And when 
Nehemiah undertook the task he carried it through 
without allowing anything to daunt him. Many a 
lesser man would have failed, but Nehemiah 
triumphed over every opposition. 

Written Review 

Discuss with the class the heroism of doing 
right in spite of scorn, violence, and slander. Point 
out how such heroism may be shown today. Use 
such illustrations as you can find. Encourage the 



2o8 HEROES OF ISRAEL 

students to record in their notebooks some instances 
that they may have seen. 

Preparation for the Next Lesson 

Ask if all are agreed that it was patriotic for 
Nehemiah to give up his office as favorite of the 
king in order to go to Jerusalem and help his 
people. Ask if a woman had done the same thing 
whether it would be equally patriotic. Then sup- 
pose she risked a higher position, even the throne, 
in order to be true to her people, would that be 
patriotic? And what if she risked her life? The 
next lesson deals with a patriotic queen, a beauti- 
ful Jewess who became a heroine. 



XXXII. ESTHER, THE PATRIOT QUEEN 

References: 

Tristram, pp. 79-81. 
Price, pp. 248-61. 

Dictionary of the Bible, articles ''Esther," "Esther, 
Book of/' "Purim." 

Aim of the Lesson 

To show the fine heroism of a woman's brave 
deed. 

Essence of the Story 

This is a very picturesque story of the time 
when the Jews were living in Persia. The luxu- 
rious king, becoming offended with his queen, 
deposed her. Among the numerous maidens pre- 
sented to him for her successor he chose the beauti- 
ful Jewess, Esther, without knowing the nation to 
which she belonged. Meantime Haman, the king's 
favorite minister of state, had taken great oflfense 
at the conduct of Mordecai, Esther's cousin, and 
for revenge obtained the king's permission that all 
the Jews should be slaughtered. With great 
courage, at the risk of her life, Esther interposed 
and pleaded with the king, with the result that 
Haman was hanged and the Jews were saved. Un- 
happily the story is marred by the terrible revenge 
which the Jews took upon their enemies. 

209 



2IO HEROES OF ISRAEL 

EXPLANATORY NOTE 

Note GG. The feast of Purim. — Among many other 
religious festivals the Jews have one national holiday in 
the springtime which is different from all others. It 
has not very much religious character. Like our Fourth 
of July, it is a time of great noise and patriotic celebra- 
tion. Like our Thanksgiving, it is a time of feasting. 
Like our Christmas^ it is a time for the exchange of 
gifts. It is very difficult to tell how the feast really 
arose. The story of Esther was written to give an expla- 
nation of the feast. It is supposed to be a commemora- 
tion of the great deliverance wrought by the patriotic 
queen. Through all their persecutions the Jews kept up 
the feast with great rejoicing and great cursing of 
Haman. It is still a time of high merriment among them. 

Suggestions for Teaching 

It has already been suggested that sometimes 
variety may be given by telHng the story to the 
class in an effective vv^ay, asking the students to 
interrupt if any important matter is omitted, or if 
they v^ish to ask a question at any point. This 
story lends itself beautifully to such a picturesque 
narration. As given in the student's book it is some- 
w^hat abbreviated. If the teacher desires, the story 
may be told in full from the Bible. Of course, in 
any case, the teacher should be able to tell it with- 
out using a book. A few brief notes may be used 
if necessary. If the seven points are kept in mind, 
and the narration practiced beforehand, there will 
be no difficulty in doing it well. 



ESTHER, THE PATRIOT QUEEN 21 1 

Introduction, — Begin with an explanation that 
the story is about the great kingdom of Persia, 
where, as we saw in the last lesson, a large number 
of Jews were living. They were not always well 
treated by their neighbors. In this story we shall 
see how they came into terrible danger. 

§ P3A, Queen Vashti deposed. — Describe the 
luxurious feast of the king. The students are ac- 
quainted with the Arabian Nights, and will see that 
this has something of the same oriental splendor. 
Show that the king and his nobles must have been 
very drunk when the queen was ordered to come 
in. Of course she refused. Then follows a very 
interesting discussion of what was to be done with 
her, and a great determination of the husbands to 
rule in their own houses. There is not wanting a 
touch of humor here. 

§pj5. The selection of Esther. — The exact 
nature of this selection need not be explained. 
Let it be sufficient that the maidens were brought 
to the capital for the king to choose from them his 
queen. Mordecai, who had adopted his beautiful 
cousin, thought it a good opportunity to recom- 
mend her for this strange contest. Let the dramatic 
possibilities of the story be made evident as the 
Jewess without revealing her nationality is exalted 
to the dignity of queen. 

§P4^. The enmity of Haman. — The striking 
facts that should be made clear are the very slight 
character of the ofifense, and the hideous plan of 
revenge. The lazy oriental monarch would do any- 



212 HEROES OF ISRAEL 

thing for a favorite without consideration. Haman, 
therefore, had no trouble in obtaining the king's 
consent to the murderous decree. It was not the 
last time in history that the unhappy Jews were 
sentenced to massacre. 

§ 94B. Mordecai's appeal to Esther, — The 
bitter cry of Mordecai has been echoed down the 
centuries, as every great empire has persecuted the 
Jew. This may be a good opportunity to help the 
students to appreciate the tragedy of Jewish his- 
tory. It ought to help also to a decision on their 
part that they would conquer their prejudices 
against these people. Let the striking character of 
the universal grief of those Jews in Persia be made 
clear. Bring out all the points of the story : Mor- 
decai's conduct, the gradual revelation of the facts 
to Esther, Mordecai's demand upon her, her expla- 
nation of the impossibility of appealing to the king, 
Mordecai's stern call to heroism, her noble response. 

§ 95A, The dangerous interview. — Here is an 
opportunity for startling contrasts. Bring out with 
good description Esther's timidity, the king's favor, 
the acceptance of the invitation, Haman's delight, 
the lovely queen's appeal, the king's anger, Haman's 
terror, and the tragic end. 

§ Q5B, The deliverance of the Jews.- — The 
story reads quite like those oriental tales which the 
boys and girls love. In a moment Mordecai is ad- 
vanced to the high position that had been held by 
his enemy. Then the king is just as willing to do 
what Mordecai wished as he was formerly willing 



ESTHER, THE PATRIOT QUEEN 213 

to oblige Haman. So everything is arranged for 
the safety of the Jews. 

§ p^C, The feast of the deliverance. — Do not 
fail to point out the feeling of revenge that is in 
the story. Let the students understand that such 
stories are not in the Bible as examples, but as 
facts. Jesus had often seen the customs of the 
feast of Purim and heard the cursing of Haman, 
but he had a different spirit. Let the students read 
Matt. 5:43-45. The revenge was a part of the 
savage spirit of the old days, which we shall gladly 
forget. We shall remember the beautiful bravery 
of Esther, which is an inspiration forever. 

Written Review 

Help the students to see that Mordecai was 
right when he told Esther that her queenly dignity 
carried with it an obligation, and to see also that 
every advantage that we have carries with it obli- 
gation. Encourage them to make their banners 
artistically. 

Preparation for the Next Lesson 

If the Jews were in trouble in Esther's day 
under the Persians, what shall we think of their 
condition later under the Greeks when a powerful 
king decided to annihilate the whole nation? It 
was not a lazy permission given by a monarch to 
his favorite, but it was the desperate decision of 
the king himself to make the whole people give up 
their religion, or else to destroy them utterly. In 



214 HEROES OF ISRAEL 

such a moment of despair, would it be likely that 
some patriot would draw his sword and strike a 
blow for liberty? Would there be some man with 
noble faith in God who would dare rise against 
the tyrant? Such a wonderful story is the one we 
have for our next lesson. 



XXXIII. JUDAS, THE HAMMERER 

References: 

Dictionary of the Bible ^ articles "Maccabees" (§§ i, 2), 
"Antiochus" (§4), "Apocrypha." 

Aim of the Lesson 

To show how a brave old man and his gallant 
sons saved a nation from despair. 

Essence of the Story 
We return to consider the Jews in their native 
land. Many of them came back from Persia after 
the time of Nehemiah, and they had a period of some 
prosperity. As the political changes in the eastern 
world took place, the Jews passed from one master 
to another. They never regained their independ- 
ence during all those years. Sometimes they were 
treated with some justice, sometimes very harshly. 
At last the extreme of tyranny came under Anti- 
ochus. He seems to have been half mad. He 
determined that his Jewish subjects should wor- 
ship the Roman gods, for he was a great admirer 
of Rome. The Jews were passionately devoted to 
their religion. They could not give up their holy 
books, those Old Testament scriptures which we 
have today. They could not endure to have images 
of the Roman gods in their temple. The king 
ordered a wholesale slaughter of those who refused 
to do his bidding. The people fled to the hills. 

215 



21 6 HEROES OF ISRAEL 

Many of them of course submitted. But an old 
priest with his five noble sons determined never to 
give up their faith. Resistance seemed useless and 
they did not plan to attempt it, but the last provo- 
cation came with the visit of the king's officers to 
their town. The old man struck a blow for liberty. 
He called the people to arms. For a short time 
there was a great struggle. It was too much for 
the old man and he died. But his son Judas, one 
of the noblest men in all of the Hebrew history, 
carried on the conflict, organized an army, defeated 
the enemy, regained and purified the temple, and 
actually brought independence to his people. 

EXPLANATORY NOTES 

Note HH. The Apocrypha. — When the Jews gathered 
their sacred books into one Bible, they decided that cer- 
tain books should not be included. For one reason, these 
books were written in Greek instead of the sacred Hebrew 
tongue. They were gathered into another collection called 
the Apocrypha. In old editions of the Bible this will be 
found printed between the Old and New Testaments. A 
good edition of the Apocrypha in the revised version 
may be purchased very cheap. Every Bible student should 
have one. Some of the books are very noble literature. 
This is especially true of I Maccabees, from which our 
lesson is taken. 

Note II. Antiochus, king of Syria. — Every student 
of ancient history knows how Alexander the Great con- 
quered the Persians. All the lands which were under the 
Persian authority became part of Alexander's empire. 
Among these, of course, was Judea. After Alexander's 
death his empire was divided. In the east, two great 



JUDAS, THE HAMMERER 217 

Greek monarchies arose, Egypt and Syria. It was a 
question to which of these the Jews should belong. First 
they were taken by Egypt, but later the king of Syria 
conquered the Egyptians and captured Palestine. At the 
time of our story Antiochus IV was on the throne of 
Syria. He had spent many years in Rome and was a 
great admirer of the western republic. He tried to 
bring all his people under the control of the Roman 
ideas. It was this policy that brought about the tragedy 
for the Jews. 

Suggestions for Teaching 

THE POINT OF CONTACT 

55/. Ask the students what they think of a 
bully. Ask them if anyone remembers how the 
bully was treated in Tom Brown at Rugby, Draw 
out from them that everybody hates a bully and 
delights in his defeat. Ask if a king could be a 
bully. Let the story of Philip II be told. He tried 
to bully England as well as Holland and sent his 
Invincible Armada against the little navy of Eng- 
land, but the great ships were smashed in the 
English Channel. We always delight to know how 
the little fellow defeated the bully. We find a 
case in this story. 

J5§. Judas, the Hammerer, — Judas was a very 
common name among the Jews. This man's sur- 
name was given him because he was such a tre- 
mendous fighter. Tell the students that we are 
going to study the story of one of the most valiant 
soldiers in the world's history. 

J5p. Antiochus, the tyrant, — Explain briefly 



2i8 HEROES OF ISRAEL 

how he came to have rule over the Jews, and the 
nature of his tyranny. The students will under- 
stand the Jewish horror of swine's flesh, and will 
thus be able to understand the shameful dishonor 
that was put upon their temple. 

jdo. The old priest. — Let the students find on 
the map the village of Modin, a few miles north- 
west of Jerusalem. Be sure that they appreciate 
the sadness and hopelessness of the old priest. 
Bring out the dramatic character of the events that 
follow. We are reminded of the stirring words in 
Macaulay's ''Lays of Ancient Rome'': 

When our latest hope is fled 

Ye taste of our despair. 

And learn too late in some wild hour 

How much the wretched dare. 

jdi. The contest in the hills. — Recall how 
David was able with his little band to m.aintain 
himself in the caves of the Judean hills against 
the army of Saul. It was very difficult to dislodge 
a body of active men who took refuge in those 
fastnesses. Let the students especially note the 
old man's provision for the conduct of the cam- 
paign. 

^62. The first victory of Judas. — The interest 
of the students will be kindled in the gathering of 
the little army. Let them see how unequal was the 
contest, but the splendid courage of Judas and the 
fierceness of his attack brought him victory. 

j(5j. Continued victories, — Ask the students 



JUDAS, THE HAMMERER 219 

what they suppose the proud king thought when he 
found that his army had been defeated by a band 
of Jews headed by a priest. Let them see that the 
Syrians made the greatest efforts to overwhelm 
Judas. Of course as Judas succeeded more and 
more, the Jews, who had been afraid to join him at 
first, flocked to his army. People are always ready 
to join a successful enterprise. 

^64. The temple cleansed. — Bring out the feel- 
ings of sorrow at the shameful condition of the 
temple and the earnest work that followed. 

365, The rejoicing of the worshipers. — The 
contrast of feeling here is to be made clear — the 
sorrow and shame turned to joy and thanksgiving. 
Be sure that the students appreciate the dramatic 
change. 

^66. The greatness of Judas. — ^We have had 
only a little glimpse into the life of this brave man. 
If we had a full story it would do him only more 
honor. 

Summary 

Patriotism always kindles our enthusiasm. 
Boys and girls will easily realize the heroism of 
men who were fighting for God and home and 
native land. From their knowledge of history let 
them tell of other patirots who saved their country. 
We may go farther and realize the heroism of any 
man taking the lead in a difficult enterprise. It is 
easy to follow when the days of success come, but 
the hero is the man who stands for the right when 
there are few to stand with him. There may be 



220 HEROES OF ISRAEL 

local enterprises of righteousness and reform 
which will afford instances of just such heroism. 
There may even be examples in the school life of 
boys and girls who were willing to do right when 
it was unpopular. 

Written Review 

If the dramatic scene at: Modin has been well 
pictured the students will be able to do the bit of 
reproduction for their notebooks. Have this in 
mind when § 96B is being discussed. Ask the 
students then how a boy or girl would have felt 
who saw the occurrence. 

Preparation for the Next Lesson 

The stories of the heroes help us to be heroic. 
We should like to know what stories were read by 
those heroes themselves. We could then see what 
helped them to be heroes. It happens that we know 
just the stories that Judas and his companions were 
reading at the time they made their gallant patriotic 
defense. Our next lesson contains the stories that 
encouraged these gallant men. 



XXXIV. DANIEL AND HIS FRIENDS 

References: 

Tristram, pp. 79-81. 

Dictionary of the Bible, articles ''Daniel/' "Daniel, 
Book of," "Nebuchadnezzar." 

Aim of the Lesson 

To show that the heroes have felt that it was 
better to die than to be false to one's conscience. 

Essence of the Story 
These heroic stories were written to strengthen 
the hearts of the people in the time of their ter- 
rible persecution. The scene of the stories is in 
Babylon over 400 years before the time of Anti- 
ochus. Although the stories were written in the 
time of Judas Maccabseus, they go back to the 
first captivity of the Jews under the great king 
Nebuchadnezzar. Among the captives were four 
noble youths who were trained for the king's 
service. They determined to keep free from the 
idolatry of Babylon. To do that they were obliged 
to refuse the costly articles of food that were sup- 
plied to the king's table, for these were all conse- 
crated to idols. Their abstinence was highly suc- 
cessful. A more serious test came to three of 
them later when the king endeavored to secure uni- 
versal homage to his golden image. The Jewish 
young men were loyal to their faith at the risk of 



222 HEROES OF ISRAEL 

their lives. A like test came to Daniel in his later 
years. These men conformed in every reasonable 
respect to the conditions of the land where they 
lived. They were not obstinately peculiar, but 
when it came to a question of conscience they 
would not yield an inch. 

Suggestions for Teaching 

These stories are quite long but are very easily 
read and are of great interest. Most of them are 
familiar to the students. The time of the class 
should not be taken in detailed narration. The 
students should tell the stories in their great out- 
lines. 

THE POINT OF CONTACT 

jd/. A number of boys were talking about 
jumping over a wide, deep ditch. While they hesi- 
tated one undertook to make the jump. After he 
had done it several others followed. Ask the stu- 
dents why it was easier for the others to follow. 
Ask them if it is easier to do right when some 
strong person leads. Show them that these stories 
of the heroes were told in order to encourage others 
to follow. Judas and his friends could refuse to 
obey Antiochus when they realized that Daniel and 
his friends had refused to obey Nebuchadnezzar. 

j(5(?. The question of conscience. — Be sure that 
the students understand that it was the idolatrous 
character of the food which raised the question of 
conscience. That might not be a question for us, 
but at that time it was very important. If they 



DANIEL AND HIS FRIENDS 223 

had eaten the food it would have encouraged others 
to be careless about the Jewish principles. 

^dp. The golden image. — Be sure that the stu- 
dents see the moral test involved in the king's 
demand. 

j/o. The heroic refusal, — After the story is 
very briefly dealt with, let these important points 
be noted: (i) that these loyal Jews could not 
deny their God; (2) that it was not obstinacy but 
devotion; (3) that they had faith that God would 
take care of them, come what might; (4) that 
their faith convinced them that even if they had 
to die, it was better than to be untrue. 

j/j. The great deliverance, — Bring out the 
dramatic change. By questions be sure that the 
students feel the impression that these stories 
would make upon Judas and his companions. 

^^2, Daniel's enemies, — Show that goodness 
does not save us from envy. Daniel's difficulty 
arose from his faithfulness. 

57J. Daniel's danger, — The students should 
pass a judgment on Daniel's courageous continu- 
ance of his custom. Show again the difference 
between obstinacy and loyalty. The students will 
be able to think of other instances besides those 
mentioned in their book. Always encourage them 
in recalling such examples. 

274. Daniel's deliverance, — This, of course, is 
told to show how loyalty prospered. The king 
was far more nervous than Daniel. It was a bit 



224 HEROES OF ISRAEL 

of the old-time savagery that the families of his 
enemies were destroyed with them. 

J75. The influence of courage. — The class 
should realize that when a man stands for his con- 
science he exerts a good influence far beyond any- 
thing he himself expects. 

Summary 

In our last lesson we found that it was hard 
to undertake a noble work when others were 
afraid. Here we see that it is hard to refuse to 
do wrong when everybody else is doing it. The 
heroes are the men who dare to refuse the wrong, 
and who dare to take the lead in the right. This 
is a good principle to bring into the common life 
of the boys and girls. Get them to talk on the 
subject. 

Written Review 

Preparation for this may be made in the dis- 
cussion just indicated. Urge each student to write 
about some effect of courage that he has himself 
known. 

Preparation for the Next Lesson 

Explain that we must turn back and be sure 
that we have added these seven heroic names to 
our list of friends. We want to know the young 
king who desired to govern well ; the prophet who 
stood for loyalty to God and justice to man; the 
other prophet who went about doing good; the 
governor who wished to lead in a good work; the 



DANIEL AND HIS FRIENDS 225 

woman who risked herself to save her people; the 
general who fought to deliver his nation; and the 
man who was ready to die for his principles. Show 
the students that they will find in chap, xxxv brief 
suggestions of the way to recall these stories. Tell 
them that the next lesson will be based upon their 
study of these paragraphs. 



REVIEW 

XXXV. Seven Heroic Names 



XXXV. REVIEW: SEVEN HEROIC 
NAMES 

Aim of the Lesson 

To see the great but simple principles of life 
which made these seven names heroic. 

Suggestions for Teaching 
This course of study has not been very much 
concerned with history. That belongs later in the 
student's development. It is the heroic aspects of 
life which have been kept prominent. Let this 
review, therefore, be concerned with the human 
significance of the stories rather than with the 
details of fact. A very brief treatment of each 
story that is employed will be necessary in order 
to give time for the summary. 

THE POINT OF CONTACT 

This may be found in the last words of the 
student's book. Ask them if everyone has to be a 
hero in the same way. Ask if anyone is so placed 
that he cannot have some kind of heroism. Excite 
interest in the review by suggesting that the class 
is to see the different ways in which heroism was 
exhibited by these noble seven. 

Noble ambition, — Ask the class how a man who 
holds high office in the government can be a hero. 
Let them recall that Solomon wanted to govern 
his people well. We need heroes today as judges 
and governors and legislators. Everyone who has 

229 



230 HEROES OF ISRAEL 

a noble ambition to be able to do his duty well is 
heroic. 

Decision, — Ask the class on which side of the 
fence a hero stands. Ask if he is ever found on 
the fence. The story of Elijah shows the greatness 
of choosing the right and standing for it. Recall 
Elijah's challenge: ''How long halt ye between 
two opinions?" 

Justice. — A hero loves fair play. Ask the stu- 
dents about the ''square deal." Show them that 
injustice is one of the worst evils of life. We 
must clear our schools, our clubs, our commerce, 
our politics, of injustice. We need heroes for the 
task. Let them tell the story of Elijah's condem- 
nation of Ahab's wrong against Naboth. 

Kindliness. — We must give people fair play and 
we must give them more too. They need help. 
Find out if the class knows anything about Dr. 
Grenfell. He is a hero because he is helping 
people. Let the students tell a few facts about 
Elisha's helpfulness. Let them see how grand it 
is to be a blessing. 

Inspiration. — The best way to help people is to 
help them to help themselves. The fellow who 
says, "Let us try," and gets everybody else to try 
does a great deal of good in the world. Explain 
that when one man stirs up others to work we 
call it "inspiring" them. With a few questions 
draw out Nehemiah's fine ability to give inspira- 
tion to the Jews, and thus help them to build their 
city. 



SEVEN HEROIC NAMES 231 

Unselfishness, — Sometimes one has to help 
people by sacrificing himself. We have been able 
to stamp out yellow fever because a noble doctor 
gave his life to the experiment. He might have 
said that it was none of his business. He could 
have earned a good living and have kept out of 
danger. The heroes and heroines are those who 
do not ask, ''Where do I come in?'' but who ask, 
"What can I do?" The story of the beautiful 
queen who risked her life for her people shows 
this fine quality of unselfishness. 

Destruction, — Sometimes we have to fight for 
a good cause. The power to destroy is one of the 
heroic qualities, though it is a very dangerous one. 
It has caused a great deal of evil in the world, 
but some great liberties would never have been 
won except by fighting. We had the story of a 
man who could hammer his opponents to pieces. 
He was a true hero because he only hammered 
the tyrants. Let the students give in a few words 
the career of Judas. 

Loyalty, — Sometimes you cannot fight be- 
cause you stand alone. It is of no use for one 
man to take arms against a nation. He must 
either submit or perish. Cowards submit and 
heroes are ready to die for the right. This is 
loyalty, one of the noblest of all of the hero vir- 
tues. Often the very boldness of the brave man is 
his safety. Recall the story of Daniel. 



232 HEROES OF ISRAEL 

Summary 
The great qualities of life are so simple that 
most of them belong to boyhood and girlhood as 
well as to maturity. Young people may have noble 
ambitions to play their part well, stand squarely for 
what they believe, set themselves against all un- 
fairness, seek opportunities of helpfulness, inspire 
others to do their best, take risks to help others, 
oppose vigorously wrong-doing, stand loyal to their 
principles. These old heroes that we have been 
studying with their big-heartedness and faith ought 
to help us to see how worthy are those fine manly 
and womanly qualities. 

Conclusion 

Remind the students that Jesus grew up at 
Nazareth, and when he was their age he read these 
same stories 'that we have been reading through 
this year. He saw those fine qualities of the great 
men of his race. The noble tales helped him to 
come to his own heroic life. He had the fine vir- 
tues of these seven. He had ambition to do his 
duty, for he said his "meat was to do the will of 
him that sent him." He was firm in his decision to 
be on the right side, for he said, "Thou shalt wor- 
ship the Lord thy God, and him only shalt thou 
serve." He stood for the justice of the Golden 
Rule. He was so constantly helpful that Peter 
said of him, "He went about doing good." He 
encouraged everyone to do his best, so that even 
sinners whom everybody had given up began to be 



SEVEN HEROIC NAMES 233 

righteous. His unselfishness led him to give his 
life for his people. He too had something of the 
spirit of the Hammerer. He never drew the 
sword, but he declared for the destruction of wick- 
edness, tyranny, and hypocrisy. And he was loyal 
to his principles, "obedient unto death, even the 
death of the cross." 

If these stories inspired Jesus may they help 
us to follow Jesus, and may the students grow in 
these noble virtues ''unto a full-grown man, unto 
the measure of the stature of the fulness of 
Christ." 



PRONUNCIATION OF PROPER NAMES 



PRONUNCIATION OF PROPER NAMES 



Vowel values: a, bat; a, bale; a, father; e, bed; e, seen; i, bid; 
i, fight; o, rock; 6, bone; u, bush; u = oo in boot; yu=u in cube. 



Aaron, a'run 
Abana, ab'a-na 
Abednego, a-bed'ne-go 
Abiathar, a-bl'a-thar 
Abiezer, a-bi-e'zer 
Abiezrite, a-bi-ez'rit 
Abigail, ab'i-gal 
Abinadab, a-bin'a-dab 
Abishai, ab'i-shi 
Abner, ab'ner 
Achish, a'kish 
Adullam, a-duram 
Ahab, a'hab 

Ahasuerus, a-haz"yu-e'rus 
Ahimelech, a-him'e-lek 
Ahithophel, a-hith'o-fel 
Ai, a'i 

Aijalon, aj'a-lon 
Amalekites, am'a-lek-its 
Ammon, am'on 
Ammonites, am'on-Its 
Aner, a'ner 
Antiochus, an-ti'o-kus 
Aphek, a'fek 
Arab, ar'ab 

Artaxerxes, ar"tax-erk'sez 
Asaph, a'saf 



Ashdodites, ash'dod-its 
Asher, ash'er 
Ashkelon, ash'kel-on 
Azariah, az"a-ri'a 

Baal, ba'al 
Baalim, ba'al-im 
Babylon, bab'i-lun 
Babylonia, bab"i-l5'ni-a 
Beersheba, be"er'she-ba 
Belteshazzar, berte-shaz'ar 
Bethaven, beth-aVen 
Bethel, beth'el 
Bethlehem, beth'le-hem 
Bethlehemite, beth'le-hem-it 
Bethuel, beth-u'el 
Boaz, bo'az 

Canaan, ka'nan 
Carchemish, kar'ke-mish 
Chaldees, kal-des' 
Cherith, ker'ith 
Cherithites, ker'ith-Its 
Chilion, kil'i-on 
Cushite, kush'lt 

Dagon, da'gon 
Damascus, da-mas'cus 



237 



238 



HEROES OF ISRAEL 



Daniel, dan'yel 
Delilah, de-li'la 
Dothan, dd'than 

Elah, e'la 
Eleazor, e"le-a'zar 
Eli, ell 
Eliab, e-li'ab 
Elijah, e-ll'ja 
Elim, e'lim 
Elimelech, e-lim'e-lek 
Elisha, e-li'sha 
Elkanah, el-ka'na 
Elul, e'lul 
Ephraim, e'fra-im 
Esdraelon, es"dra-e'lon 
Eshcol, esh'kol 
Esther, es'ter 
Etam, e'tam 
Ethbaal, eth-baal 
Euphrates, yu-fra'tez 
Ezel, e'zel 

Gehazi, ge-ha'zl 
Gershom, ger'shom 
Geshem, gesh'em 
Gibeah, gib'e-a 
Gibeon, gib'e-on 
Gideon, gid'e-on 
Gilboa, gil-bo'a 
Gilead, gil'e-ad 
Gilonite, gi'lo-nit 
Gittite, git'it 
Goliath, go-ll'ath 
Gomorrah, go-mor'ra 



Hanani, han-a'n! 
Hananiah, han-an-i'a 
Haran, har'an 
Hazael, ha'za-el 
Hebron, he'brun 
Hittite, hit'lt 
Hobah, ho'b^ 
Hophni, hof'nl 
Horeb, ho'reb 
Hushai, hush'i 

Isaac, I'zac 

Ish-bosheth, ish-b5'sheth 
Ishmaelites, ish'ma-el-Its 
Issachar, iz'a-kar 
Ittai, it'ti 

Jabbok, jab'ok 
Jabesh-Gilead, 

ja'besh-gil'e-ad 
Jebusites, jeb'yu-zits 
Jehu, je'hyu 
Jericho, jer'i-ko 
Jethro, jeth'ro 
Jezebel, jez'e-bel 
Jezreel, jez're-el 
Jezreelite, jez're-el-it 
Joash, j5'ash 
Joppa, jop'pa 
Joshua, josh'u-a 

Kadesh-Barnea, 

ka'desh-bar'ne-a 
Keilah, ki'la 
Kidron, ke'-dron 
Kishon, kl'shon 



PRONUNCIATION OF PROPER NAMES 239 



Laban, la'ban 
Leah, le'a 
Lebanon, leb'a-non 
Lehi, le'hi 
Levi, leVl 

Leviticus, lev-it'i-cus 
Lysias, lis'i-as 

Maccabseus, mac-ca-be'us 
Mahlon, ma'lon 
Malchi-shua, marki-shu'a 
Mamre, mam're 
Manasseh, ma-nas'e 
Manoah, ma-no'a 
Maon, ma'on 
Ma rah, ma'ra 
Mattathias, mat-ta-thi'as 
Melchizedek, mel-kiz'e-dek 
Memucan, me-mii'kan 
Meshach, me'shak 
Mesopotamia, 

mes-o-po-ta'-mi-a 
Michal, mi'kal 
Mich-mash, mic'mash 
Midian, mid'i-an 
Midianites, mid'-i-an-Its 
Migron, mig'ron 
Milcah, mirka 
Miriam, mir'i-am 
Mishael, mish'a-el 
Moab, mo'ab 
Modin, md'din 
Mordecai, mor'de-kl 
Moreh, mo're 
Moriah, mo-rfa 



Naaman, na'a-man 
Nabal, na'bal 
Naboth, na'both 
Nahash, na'hash 
Nahor, na'hor 
Naioth, ni'yoth 
Naomi, na-o'mi 
Naphtali, nafta-ll 
Nazirite, naz'i-rit 
Nebo, ne'bo 
Nebuchadnezzar, 

neb'yu-kad-nez'ar 
Nehemiah, ne"he-mi'a 
Nison, ne'son 

Obadiah, olDa-di'a 
Obed, o'bed 
Omri, om'rl 
Orpah, or'pa 

Pelithites, pel'e-thlts 
Peniel, pe-ne'el 
Pharpar, far'par 
Pharaoh, fa'ro 
Philistia, fi-lis'ti-a 
Philistine, fi-lis'tin 
Phinehas, fin'e-as 
Pisgah, piz'ga 
Pithom, pi'thom 
Potiphar, pot'i-far 
Poti-phera, pot-i-fe'ra 

Raamses, ra-am'sez 
Rabbah, rab'a 
Rachel, ra'chel 



240 



HEROES OF ISRAEL 



Ramah, R^'m§. 
Ramses, ram'sez 
Rephaim, ref'a-im 
Ruth, ruth 

Samson, sam'sun 
Samuel, sam'yu-el 
Sanballat, san-barat 
Semitic, se-mit'ik 
Seir, se'ir 
Seron, se'ron 
Shadrach, sha'drak 
Shammah, sham'ma 
Shaphat, sha'fat 
Sheba, she'ba 
Shechem, she'kem 
Shiloh, shi'15 
Sidonians, sl-doni-anz 
Sinai, si'ni 



Socoh, s5'c6 
Sodom, sod'om 

Terah, tc'r^ 
Tigris, ti'gris 
Timnah, tim'na 
Tishbite, tish'bit 
Tobiah, to-bl'a 
Tyre, tir 

Vashti, vash'tl 

Zadok, za'dok 
Zarephath, zar'e-fath 
Zebulun, zeb'yu-lun 
Zeruiah, zer-yu-i'a 
Ziklag, zik'lag 
Zipporah, zip-po'ra 
Zoar, zo'ar 
Zuph, zuf 



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and Georgia L. Chamberlin. 50 cents net ; postpaid 53 cents. 
The Book of Job, or the Problem of Human Suffering. By William 

R. Harper. 25 cents net; postpaid 27 cents. 
The Four Letters of Paul. By Ernest D. Burton. 25 cents net; 

postpaid 27 cents. 
The Origin and Religious Teaching of the Old Testament Books. 

By Georgia L. Chamberlin. 50 cents net ; postpaid 54 cents. 



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JAN 3 1911 



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